I6b3. 




LIBRARY OF CONGRESS. 

ap,.!::!::.. Copyright No. 






UNITED STATES OF AMERICA. 



fleatfj's ^Petiasogtcal Hftirars — 35 



ORGANIC EDUCATION 



A MANUAL 

FOR TEACHERS IN^ PRIMARY AND 
GRAMMAR GRADES 



BY 

HARRIET M. SCOTT 

PEINCIPAIi OF THE DETROIT NORMAL TRAINING SCHOOL 
ASSISTED BY 

GERTRUDE BUCK, Ph.D. 

IN8TKUCT0E IN ENGLISH LN VA88AR COLLEGE 



BOSTON, U.S.A. 

D. C. HEATH & CO., PUBLISHERS 

1899 
L • 



uy •^■ 



38464 



COPTEIGHT, 1897 AND 1899, 

By H. M. SGOTT. 



rWOCOPIFH Hi 



*( JUL i ., 1899 \ 



.^^^^ 



ELECTROTTPED BY J. 8. GUSHING & CO., NORWOOD, MASS. 






PREFACE. 

The main purpose of this book is very simple. It 
is to make a plain, straightforward report of a plan 
of work that has been in operation experimentally for 
some years in one of the regular ward school buildings 
of a large city. But in presenting the report it has 
been deemed necessary to give the underlying princi- 
ples or philosophy of the plan. This pliilosophical 
interpretation constitutes Part I. Theory thus seems 
to come before practice, but such is not really the case. 
Part I presents not the starting-point of the work, — 
for that, as will be explained, was purely practical, — 
but the meaning of the work after it had been carried 
far enough for its meaning to become explicit. In 
Part II will be found a detailed statement of the 
methods actually pursued and of the materials actually 
employed. It is hoped that both parts of the work 
will be of interest and profit to teachers in other 
schools. 

Grateful acknowledgment for assistance in the prep- 
aration of this book is made to the teachers in the 
Detroit Normal Training School, whose unflagging 
loyalty and enthusiasm have alone made it possible 
to carry on the work outlined in the following pages. 

Detroit, Michigan, 
June, 1899. 



CONTENTS. 
PART I. 

THE THEORY OF ORGANIZATION. 
CHAPTER I. 

PA&E 

The Genesis of the System 3 

CHAPTER n. 
Fundamental Principles 12 

CHAPTER HI. 
The Organic Cm'riculum 18 

CHAPTER IV. 
The Sequence-method 31 

' CHAPTER V. 

Special Applications of the Sequence-method ... 43 

CHAPTER VI. 

The Formal Steps , . 52 

V 



VI 



CONTENTS. 



PAET II. 

OUTLINES OF THE PRACTICAL WORK. 
CHAPTER VII. 
Introduction to the Outlines 



CHAPTER VIII. 

The Work of the Grades in Outline 

Hiawatha, the Indian Boy — Grade B 1 

A. Analysis of Character 

B. Ethical Aims 

C. Material .... 
Kablu, the Aryan Boy — Grade A 1 

A. Analysis of Character . 

B. Ethical Aims 

C. Material .... 
Darius, the Persian Boy — Grade A 1 

A. Analysis of Character 

B. Ethical Aims 

C. Material 
Cleon, the Greek Boy — Grade B 2 

A. Analysis of Character . 

B. Ethical Aims 
Horatius, the Roman Boy — Grade A 2 

A. Analysis of Character . 

B. Ethical Ideals 

C. Material 
Wulf, the Saxon Boy— Grade B 3 

Analysis of Character . 
Ethical Aims 
C. Ideal embodied in Literature 



PAGE 

59 



68 

68 

68 

70 

70 

96 

96 

96 

97 

117 

117 

117 

117 

134 

134 

135 

160 

160 

161 

162 

184 

184 

'l85 

185 



CONTENTS. VU 

PAGE 

Gilbert, the French Boy — Grade B 3 . . . .201 

A. Analysis of Character 201 

B. Ethical Aims 202 

C. Material 202 

Columbus — Grade A3 215 

A. Analysis of Character 215 

B. Ethical Aims 216 

C. Material 217 

Raleigh 228 

A. Analysis of Character 228 

B. Ethical Aims 228 

C. Material 229 

The Puritans — Grade B 4 238 

A. Analysis of Character 233 

B. Ethical Aims 233 

C. General Statement of Material .... 234 
The Development of the Nation 243 

Grade A 4 243 

A. Analysis of Character 243 

B. Ethical Aims 243 

C. General Statement of Material .... 243 
Grade B 5 250 

A. General Statement of Aim and Material . . 250 

B. Ethical Aims 251 

Grade A 5 261 

A. Analysis of Character 261 

B. Ethical Aims 261 

C. General Statement of Material .... 261 
Grade B 6 272 

A. Analysis of Character 272 

B. Ethical Aims ....... 272 



Vlll CONTENTS. 

PAGE 

C. Greneral Statement of Material .... 272 

Grade A 6 280 

A. Analysis of Character 280 

B. Ethical Aims 281 

C. General Statement of Material .... 281 
Grade B 7 286 

A. Analysis of Character 286 

B. Ethical Aims 286 

C. Material 287 

Grade A 7 293 

A. Analysis of Character ...... 293 

B. Ethical Aims 293 

C. Material 294 

Grade B 8 302 

A. Analysis of Character 302 

B. Ethical Aims 303 

C. General Statement of Material .... 303 
Grade A 8 308 

A. Analysis of Character 308 

B. Ethical Aims 308 

C. Genera] Statement of Material .... 309 

Appendix A 320 

Appendix B 338 

Appendix C 343 



PAKT I. 

THE THEORY OF ORGANIZATION. 



Education is not a preparation for life : it is life." — John Dewey. 



ORGANIC EDUCATION. 

CHAPTER I. 

THE GENESIS OF THE SYSTEM. 

The plan outlined in this book consists in general 
of the use of certain typical periods of civilization as 
material for the work of the various grades. These 
periods have been chosen as satisfying the natural in- 
stincts and interests of children at certain stages in 
their development, and seem to be consecutive in the 
lives of most children, as well as in the history of civili- 
zation. The periods used are the following : — 

The Nomadic Period, represented by the North American Indian. 
The Pastoral and Agricultural Periods, represented by the Early 
Aryan and the Persian. 
The Greek Period. 
The Roman Period. 
The Germanic Period. 
The Period of Feudalism and Chivalry, 
The Renaissance Period. 
The Puritan Period. 

The study of the Puritans in America is followed by 
a study of American national development, in lines of 
political, industrial, and social progress, and then by a 

3 



4 ORGANIC EDUCATION. 

similar, though less detailed, survey of the civilization 
of the other grand continental divisions of the world, 
and later of the world as a whole ; this last general 
view of the progress of civilization in all lines forming 
the basis for a study of sociology in the seventh and 
eighth grades, with especial reference to the family and 
the state, as social institutions.^ 

The foregoing rough sketch must inevitably have 
suggested to the well-informed reader the " culture- 
epoch " schools of Germany and America. With these, 
indeed, the plan outlined in this book has its closest 
affinities, differing from them, notwithstanding, in some 
very striking and fundamental particulars. So essential 
is a right understanding of these identities and differ- 
ences, that it may be permitted to turn aside for a mo- 
ment from the straight course to discuss the present 
status of the culture-epoch theory, and its relations to 
the ideas to be presented in the following pages. 

It must, at the outset, be admitted that the concep- 
tion of child-development as being a repetition in little 
of the history of civilization belongs to the class of 
poetic fancies rather than to that of scientific facts. It 
has been a theory of the idealists in literature, philoso- 
phy, and pedagogy. Goethe expressed it in the well- 
known passage from Wilhelm Meister : — 

" To act upon the world outside of us, and to cooperate M'ith our 
fellow-men, is the end and aim of all education. Each shares in 
the accumulated results of the activity of the world. Each lives 
his own life, but at the same time lives the life of the race, sharing 
the experience of all vicariously." 

1 More detailed statements of the work done under these general 
heads will be found in Part II. 



THE GENESIS OF TEE SYSTEM. 5 

Schiller assumed it as a working hypothesis when he 
said : — 

" There are for the individual, as for the entire race, the three 
following successive stages of development — the physical, the 
aesthetic, and the moral." 

Kant asked the question : — 

"May it not be possible that the education of the individual 
should imitate the development of mankind in general, through 
their various generations?" 

And the greatest of his successors, Hegel, answered 
the question in the affirmative : — 

" The culture of the race must be absorbed by the individual ; i.e. 
the individu.al must traverse the stages of development traversed 
by the universal spirit. In eveiy child there is the potentiality of 
becoming one with the universal mind. To develop this potentiality 
is the province of education." 

The same idea was more formally stated by Comte : — 

" Individual education can be adequately estimated only accord- 
ing to its necessary conformity with the collective evolution of the 
race." 

Among the writers on the theory of education, Pes- 
talozzi appears to have been the earliest to enunciate 

this view : — 

" Every child has the right to the judicious development of his 
faculties. Education should concern itself not merely with what 
it is to impart, but should consider first the development of those 
faculties the child already possesses. This method is based on the 
principle that the individual shall be brought to knowledge by a 
road similar to that used by the race as a whole. Actual counting 
preceded the first arithmetic, and actual measurement of land the 
first Euclid." 



6 OBGANIC EDUCATION. 

But it was soon taken up by a more systematic rea- 
soner. " The same idea," says Rein, in his Handbook of 
Pedagogy., 

" was pursued by Herbart, the real successor of Pestalozzi. In his 
letters and reports to von Steiger, in Berne, 1797-1800, we find the 
essays called, Ideas toward a Pedagogical Curricidum for Higher 
Studies, and the highly suggestive essay. On the ^Esthetic Represen- 
tation of the World as the Chief Concern of Education. From these, 
we deduce the definite elements for his curriculum, which was to be 
a development of Pestalozzi's idea as applied to the Gymnasiixm. 
It is in short this, — the development of culture is to be presented 
in an ascending scale to the growing pupil, as an ascent from the 
ancient to the modern ; from the Greeks to the Romans, thence to 
the Middle Ages and modern times. He intends that this his- 
torical course shall be applied only to the historico-humanistic 
studies which develop the sympathy, not to the scientific studies 
which train the intellect. 

" Among the pupils of Herbart the question of curriculum was 
farther worked out by Dissen, Thiersch, Kohlrausch, Brzoska, and 
above all by Ziller. Ziller followed Herbart in the following fun- 
damental ideas : 1. For the child the growth of human culture is 
of the highest interest, in so far as it is presented and received in 
the light of moral judgment. That is, in the light of the evolution 
or ascent from the ancient to the modern. 2. Classic representa- 
tions that are intelligible to the child should be made the basis for 
study. 3. Only great and connected materials or subjects arouse 
the sympathy with sufficient intensity to be used in the moulding 
of character. ' True moral energy is the result of great scenes and 
thoughts, presented not in fragments but as a unified whole.' (Her- 
bart.) 4. The stages of the development of the youthful mind are 
to be carefully considered. The child must be given congenial 
and appropriate subjects from the history of culture." 

Froebel must also be reckoned among those who 
make this assumption, as will be seen from the following 
passage : — 



THE GENESIS OF THE SYSTEM. 7 

" I am always struck by the fact that in every part of organic 
nature, life and growth appear to be progressive development from 
lower to higher, that this development follows the same general 
law of development which the class as a whole had gone through. 
In dealing with a child, therefore, one must seek to develop the 
inborn original capacities by a regularly connected progress, taking 
for our guide the progress and development of the race as a whole. 
Education should lead man to develop his essence, his individual- 
ity, to be himself." 

In recent years the biological analogy has gone far to 
strengthen this conception, adding to the names above 
cited those of Huxley and Spencer. The latter in his 
treatise on Education develops the doctrine of Comte as 
follows : — 

" The education of the child must accord both in mode and 
arrangement with the education of mankind as considered histori- 
cally ; or in other words, the f/etiesis of knowledge in the individual 
must follow the same course as the genesis of knowledge in the race. 
To M. Comte we believe society owes the enunciation of this doc- 
trine — a doctrine which we may accept without committing our- 
selves to his theory of the genesis of knowledge, either in its causes 
or its order. In support of this doctrine two reasons may bo 
assigned, either of them sufficient to establish it. One is deducible 
from the laws of hereditary transmission as considered in its wider 
consequences. For if it be true that men exhibit likeness to ances- 
try both in aspect and character — if it be true that certain mental 
manifestations, as insanity, will occur in successive members of the 
same family at the same age — if, passing from individual cases in 
which the traits of many dead ancestors mixing with those of a few 
living ones greatly obscure the law we turn to national types, and 
remark how the contrasts between them are persistent from age to 
age — if we remember that these respective types came from a 
common stock, and that hence the pi-esent marked differences 
between them nmst have arisen from the action of modifying cir- 
cumstances upon successive generatioiis who severally transmitted 
the accumulated effects to their descendants — if we find the differ- 



8 ORGANIC EDUCATION. 

ences to be now organic, so that the French child grows up to be a 
French man even when brought up among strangers, and if the 
general fact thus illustrated is true of the whole nature, intellect 
inclusive ; then it follows that if there be an order in which the 
human race has mastered its various kinds of knowledge, there 
will arise in every child an aptitude to acquire these kinds of 
knowledge in the same order. So that even were the order intrinsi- 
cally indifferent, it would facilitate education to lead the individual 
mind through the steps traversed by the general mind. But the 
order is not intrinsically indifferent ; and hence the fundamental 
reason why education should be a repetition of civilization in little. 
It is alike provable that the historical sequence was, in its main 
lines, a necessary one ; and that the causes which determined it apply 
to the child as to the race. Not to specify these causes in detail, it 
will suffice here to point out that as the mind of humanity placed 
in the midst of phenomena and striving to comprehend them, has, 
after endless comparisons, speculations, experiments, and theories, 
reached its present knowledge of each subject by a specific route ; 
it may rationally be inferred that the relationship between mind 
and phenomena is such as to prevent this knowledge from being 
reached by any other roiite ; and that as each child's mind stands in 
this same relationship to phenomena, they can he accessible to it only 
through the same route. Hence in deciding upon the right method 
of education, an inquiry into the method of civilization will help 
to guide us." 

Notwithstanding, however, the confidence with which 
the doctrine is presented, it is to be noted that in all 
this distinguished company of believers, not one has 
vouchsafed more than intuitive, or, at most, analogical 
reasons for the faith that was in him. 

The essentially poetic character of the theory is not, 
however, by any means conclusive against its validity, 
but rather may be held to establish a presupposition in 
its favor, since every demonstrated scientific certainty 
has at some time passed through this mythical or poetic 



THE GENESIS OF THE SYSTEM. 9 

stage, on its way to the prosaic laiid of fact. As the 
"music of the spheres" was a conception necessarily 
antecedent to that of gravitation, and the " resurrection 
of the body " to tliat of the conservation of matter and 
energy, so it may be that the culture-epoch theory is 
the embryo of a scientific truth. 

Its opponents, however, do well to insist that it is 
at this stage only an embryo, and a hypothetical one at 
that. Our German friends, Drs. Ziller and Rein, with 
their numerous and estimable constituency, have seemed 
to stmj at this point, assuming the theory as demon- 
strated, and thereupon building their systems.^ This 
position is undoubtedly open to severe criticism from 
the philosophical standpoint. It is a virtual begging of 
the whole question at issue. 

But that the problem is capable of solution, and even 
that it will be resolved at some time not far distant, 
seems to be indicated by the prodigious interest in 
child-study which is now sweeping the world. This is 
the direction from which, if at all, comes our help. 
And it is as a contribution toward the solution of the 
problem on the practical side of child-study that the 
present work has been undertaken. 

The point will bear further emphasis that the plan 
here presented is, so far, only a practical expedient for 
meeting certain observed conditions of child-life, its 
success or failure in meeting these conditions consti- 
tuting the data for the theoretical conclusions drawn. 
Otherwise stated the genesis of the plan has been purely 
practical, the theory being an afterthought. The sys- 

1 See Rein, Outlines of Pedagogics, pp. 120, 121. 



10 ORGANIC EDUCATION. 

tematic study of individual child-life upon which the 
system is based, was undertaken, not at all for any 
speculative purpose, but merely in order that the normal 
instincts and interests of each child might be properly 
fed by the material and methods used in the school. 
Various experiments were made to this end, and when 
the material which seemed best adapted to the mental 
development of each grade was supplied to it, this 
material was found, taken as a whole, to exemplify the 
underlying idea of the culture-epoch theory. That is, 
specifically the fundamental instincts of the majority of 
the first-grade children upon entering a particular school 
were found to be a restless curiosity, a naive sort of 
imaginativeness, and tendencies toward contrivance of 
a crude order; in short, such instincts as characterize 
the Nomadic Period in civilization. Stories about Hia- 
watha suggested themselves as answering the interest 
of these children, and were successfully used. In the 
second grade, the Greek myths were found to appeal 
most strongly to the pupils, as embodying their own 
instinctive attitude toward life ; and after a while in 
another grade stories of chivalry were demanded by the 
children in response to the dawnings of chivalric impulse 
only half recognized by themselves. From such sug- 
gestions on the part of the children the entire system 
has little by little arisen, without any idea at the outset 
of its being a " system " at all. Every expansion, retrac- 
tion, or modification of the work has been made at the 
initiative of the children, and the coherence, if the 
system may claim any, is the coherence of the naturally 
developing organism, rather than that of the artificial 
structure. It was, indeed, in the earlier stages of the 



THE GENESIS OF THE SYSTEM. 11 

work, almost invariably true that the significance of an 
expansion or modification of the plan in detail would 
be evident to the teacher or principal only after it had 
been found necessary from the standpoint of the children, 
and thus adopted. For instance, the Indian and the 
Greek stories had expanded into a large view of the Indian 
and the Greek civilizations in response to the demands 
of the children for more and more details in connection 
with these stories, before it became quite apparent that 
this meant, in each case, a " culture-epoch " study. But 
even then the point was not assumed, but tested steadily, 
and is still being tested in the school, without any idea 
that the " culture-epoch " theory has been thereby estab- 
lished, and, it must be confessed, with far less desire to 
see it established than to devise more and more efficient 
means for widening and enriching the dawning interests 
of the child. 



CHAPTER II. 

FUNDAMENTAL PRINCIPLES. 

When the plan had unfolded itself sufficiently to 
manifest its family likeness to the " culture-epoch " 
system, it also disclosed some very striking divergen- 
cies from that system as applied by Ziller and his 
followers in the German school.^ In the first place, 
the " culture epochs " used in the foreign schools con- 
fine themselves largely to German and biblical history, 
whereas any American system must of necessity accom- 
modate itself to the breadth of our national inheritances, 
and to the non-sectarian principles of our schools. Con- 

1 A specimen of a school programme devised for tlie German com- 
mon scliools will be helpful in appreciating this important distinction. 
The following is by Ziller : — 

First School Year : Folklore Stories, from Grimm. 

Second School Year : Robinson Crusoe, by Defoe. 

Third School Year: History of the Patriarchs; Heroic Age of Ger- 
many, and Thuringian Nibelungen Myths. 

Fourth School Year : Heroic Times of the Hebrews ; Moses and 
the Judges ; History of the German Kings. 

Fifth School Year: The Davidic Kingdom, and the History of 
Germany from Barbarossa to Rudolph von Hapsburg. 

Sixth School Year : The life of Jesus, and the Prophets ; History 
of the Reformation, and Frederick the Great. 

Seventh School Year : History of the Apostles ; Secular History of 
Antiquity. 

Eighth School Year : Final Repetition or Review of the Catechism ; 
History of the War for Fx'eedom. 

12 



FUNDAMENTAL PRINCIPLES. 13 

sequently the periods of development here used have 
been representative phases or stages in world-civiliza- 
tion, rather than epochs in the history of one or two 
chosen peoples ; and the ethical element has become, 
from an extraneous addition, the core and essential 
spirit of the whole. 

Part II, containing the Outlines for the work actu- 
ally to be done in the school, will serve to indicate 
somewhat in detail the periods of development chosen, 
and the considerations which have led to their use in 
the grades to which they are assigned. These con- 
siderations are in general, as has been emphasized 
throughout, the normal instincts and interests of the 
children of the grade in question. It is perhaps suffi- 
ciently evident from this fact how elastic is conceived to 
be the " correspondence " between the period of devel- 
opment in the child and the "culture epoch" chosen: 
and how subservient any idea of such a correspondence 
must be held to the actual facts of individual child-life 
as observed and interpreted by the teacher. 

The second great divergence of the plan here pro- 
posed from the German system is found in the essential 
differences between the organization and the concentra- 
tion methods of using the material provided. The Ger- 
man schools carry on simultaneously several distinct lines 
of work ; for instance, German and biblical history, na- 
ture study, drawing, language, arithmetic or number, 
establishing between them, in the teaching, some con- 
nection, either artificial or natural, for the sake of unity. 
The present method, on the other hand, starting from a 
certain period of race development, successively diffei- 
entiates this period into all its various interrelated 



14 ORGANIC EDUCATION. 

activities, industrial, artistic, scientific, mathematical, 
political, social, religious, and then, by comparison with 
other periods, unifies it again into what seems to be its 
fundamental idea or central principle, which as such 
has always an ethical bearing. And these unified ac- 
tivities constitute, with their respective details, the 
subject-matter for the grade. The various branches of 
study are not correlated or coordinated or concentrated 
by artificial means, but all have sprung immediately from 
the same trunk. The work of unification has been done 
before ever the teacher laid hand upon it. Her func- 
tion is only to disclose the natural and organic unity 
preexisting in the material. 

Every period studied may be said to branch into three 
great trunks, — nature, institutions, and art. "Nature" 
means both the physical conditions (recognized and 
used) of the period, and the current scientific concep- 
tion ; "institutions," the industrial, social, political, and 
religious features of the age ; " art," the inventions, me- 
chanical devices, architecture, sculpture, painting, litera- 
ture, and music. This constitutes the material, which 
is treated in three ways : (1) by comparing it in detail 
with the corresponding features of other civilizations, 
and in particular with those of our own age ; (2) by 
measuring and calculating various details by means of 
standards both of that time and of our own ; (3) by 
expressing in various forms the different ways in which 
the civilization of the period manifested itself, as well 
as some of the corresponding ways in which our own 
civilization is embodied. 

These different aspects of the material and the ways 
in which it is to be handled are discussed at length in 



FUNDAMENTAL PRINCIPLES. 15 

the introduction to the Outlines, Part II ; but perhaps 
enough has been said here to indicate the purpose of 
using the material at all. To some practical teachers it 
may not have seemed a sufficient answer to say, as was 
said in the last chapter, that the child is " interested " 
in the material. Why not interest the child in material 
that may be more directly useful to him ? Of course 
the crucial point here is the conception of " useful." 
What is useful to an individual, at any period in his 
development? There will hardly, at this stage in edu- 
cational science, be any controversy over the answer : 
Whatever furthers his harmonious interaction with the 
social organism of which he is a member. And this 
harmonious interaction presupposes a knowledge of the 
social structure of the present such as may indeed be 
imperfectly gained by mere contact with the organism 
as it is to-day, but which is obtained far earlier, more 
economically, and more successfully by a careful ad- 
justment of this contact to the child's capacities for 
interpreting it. This complex, multifarious, highly 
differentiated social organism is of necessity incompre- 
hensible to the comparativel)'^ simple, homogeneous, 
half-awakened mind of the child. Some of its ear- 
lier, less complicated stages, however, he seems eager 
to grasp and assimilate — a new interest and a greater 
power of assimilation resulting from his mastery of the 
primitive phase. By continual comparison of each 
feature of the simpler structure, with the correspondent 
features of our modern society, he comes little by little 
to comprehend the latter, and that in a much more 
thoroughgoing sense, than can the average man who 
has no idea of how the present order of things has come 



16 ORGANIC EDUCATION. 

to be. This, then, is the whole object of the study of 
the past, — to know the present. It is a clear case of 
the longest way round as the shortest way home. The 
spontaneous interests of the child have simply given us 
a clew which we may follow with him into the heart of 
the labyrinth of modern society. Or, to change the 
figure, we have simply by this method built a bridge 
for him from his present interests to his future inter- 
ests. Of what material the bridge chances to be made 
is really a minor question, so long as it be capable of 
carrying the child on his way, from interest to interest. 
This antithesis must not, however, induce us to forget 
that the two sets of interests are, after all, the same, one 
being only the broadening and deepening of the other. 
Keeping close to literal fact, it may be said that this 
method is the progressive organization of the child's 
interests. And this means nothing less than life itself. 
Education is the widest and deepest living possible at 
any given moment. Or it is the most highly developed 
interrelation of life — on the one hand the life of the 
individual, on the other that of the social organism. 
And the relations of organism to individual are, from 
the standpoint of the individual, his interests, physical, 
economic, social, artistic, religious. Hence it is plain 
why education, which is, in the universe-sense, life 
itself, may be, from the practical side, defined as the 
progressive organization of individual interests. If such 
definition be accepted, it becomes evident at once why 
it is impossible to determine what is useful for the child 
to learn, except as his interests shall first point toward 
it. Tliey are the unfailing indicators of the path to be 
pursued. We speak unthinkingly of " creating an in- 



FUNDAMENTAL PRINCIPLES. 17 

terest " in a certain subject ; but none of us ever does 
it. None of us ever can do it. The most we can do is 
to expand or enrich an ah-eady existent interest. And 
the education of to-day cheerfully makes Hobson's 
choice in full recognition of the fact that the following 
of nature enriches both teacher and pupil an hundred 
fold more even than the denial of nature has heretofore 
impoverished them.^ 

1 See Appendix B. 



CHAPTER III. 

THE ORGANIC CURRICULUM. 

The present status of popular thought upon matters 
educational is not altogether easy to define. In America 
for the most part we still retain our ancient conception 
of the public school system as somehow a thing in itself 
isolated, unique, understood in some vague way to 
" prepare for life," yet not, in any practical sense, 
responsible either to the individual child or to the 
social structure for its policy or its methods. Yet, 
in recent years, vigorous, though unorganized, revolt 
against this incoherent notion has raised the standard 
of individualism in education, declaring that here, as 
ail-elsewhere, the individual does not exist for the 
institution, but contrariwise. 

And thus, of late, the old institutional conception of 
education may be said to contend with the newer theory 
of individualism. But out of the clash of these two 
conflicting notions, an ideal seems now to be rising, 
truer than either — the ideal of social individualism. 
Such an ideal has very recently come to expression in 
the aphorism of Professor John Dewey of the University 
of Chicago : " Education is not preparation for life : it 
is life ; " and in that of Colonel Francis W. Parker, of 
the Chicago Training School : " The common school is 

18 



THE ORGANIC CURRICULUM. 19 

the central means for preserving and perpetuating the 
true democracy." ^ 

Such expressions as these recognize the fact that the 
individual is, indeed, the centre of every rational educa- 
tional system, not however the individual as such, in 
the limited sense, but the whole individual in all his 
relations ; that is, the social individual. They involve 
the philosophical conception of the individual as a 
specialized or focussed functioning of society, and, 
conversely, of society as the whole functioning of the 
individual. The individual is society acting in a 
certain direction. He is a focussed activity of the 
entire social organism, just as the eye is the whole 
body directed toward the end of seeing. Society for 
its part is the complete activity of each individual. 

Such, then, being the essential interrelations of so- 
ciety and its individual members, it is idle to balance 
the one against the other as ends of education. The 
real advantage of society involves ultimately the advan- 
tage of the individual member of society. And, con- 
versely, the real betterment of the individual must 
inevitably tend toward the betterment of society. The 
two are no more separable in practice than are faith and 
works, thought and feeling, capital and labor, or any of 



1 The thought has come to pervade the best of modern educational 
Uterature. See, for example, Commissioner Harris's report on the 
Correlation of Studies in the Report of the Committee of Fifteen : " The 
branches to be studied and the extent to which they are studied, will 
be determined mainly by the demands of one's civilization. These 
will prescribe what is most useful to make the individual acquainted 
with physical nature and with human nature so as to tit him as an 
individual to perform his duties in the several institutions — family, 
civil society, the State and the Church." 



20 OBGANIC EDUCATION. 

those delusive apparent dualisms whose unity is the 
life of each part. 

With this point clearly in mind, that the latest word 
in education is social individualism, reconciling institu- 
tionalism on the one hand with private individualism 
on the other, we shall proceed to compare the old cur- 
riculum with the new. From the standpoint of the 
older systems themselves, it is evident that the plan 
presented in this volume would familiarize the pupil 
with all the specific subjects now presented to his atten- 
tion under the established order. He would study 
reading, spelling, grammar and composition, arithmetic, 
natural science. United States history, civil govern- 
ment, writing, drawing, and vocal music under the one 
as under the other system. But the new plan further 
provides him with systematic instruction in the history 
of civilization, sociology, literature, art, and ethics, 
which subjects are at present only incidentally and 
fragmentarily, if at all, touched upon in primary and 
grammar grades. 

To this extension of the common-school curriculum 
two objections may be anticipated : (1) that the course 
is already overcrowded with subjects, so that the days 
are too short for their tasks, and both teachers and 
pupils are burdened beyond their strength, and (2) that 
such subjects as are here added are beyond the compre- 
hension of primary-school pupils. To the first objection 
no disclaimer can be entered. The statement is literally 
true. The curriculum is overcrowded. But the diffi- 
culty inheres rather in lack of organization than in the 
mere number of subjects studied. There is a limit to 
the number of disconnected facts an individual can 



THE ORGANIC CURRICULUM. 21 

memorize. There is no limit to his grasp of organized, 
interrelated, and interdependent knowledge. In other 
words, while his stock of information may be finite, his 
knowing is infinite. And, thus, under a system of 
education whose methods both at large and in detail 
follow the ever-widening interests of the individual 
child in their natural development from a state of un- 
differentiated homogeneity to a more and more finely 
differentiated, and at the same time a more and more 
closely unified, organization, — under such a system, 
where the child is himself the leader, the rapidity of 
his mental development and the extent of his power of 
assimilation are fairly astonishing to teachers familiar 
only with the results of the old system. So far from 
being overcrowded, the children are perpetually a little 
in advance of the material provided. They feel the 
need of it before it is given. And, as a result, they 
are always mentally hungry. At times, indeed, this 
hunger seems keener than at others, but it never wholly 
abates, for it has never been choked up with undemanded 
material. Step by step their interest has gone before 
to guide the progress of the teaching, and every lesson, 
meeting this interest fairly, has contributed to widen 
and enrich it ; so that, in the great majority of cases, it 
has gained, before school days are over, besides an 
enormous expansion and deepening, a certain capacity 
for conscious self-direction. 

And, further upon this head, the overcrowding of the 
curriculum is greatly relieved by the continual use of 
every subject studied as a tool for further investigation. 
For instance : reading is no longer studied as an end in 
itself. The children spend no more time learning to 



22 ORGANIC EDUCATION. 

read, but simply read for the sake of the subject-matter. 
The case is the same with spelling, writing, and compo- 
sition. The technique of these arts once learned en- 
ables the child to use them as the carpenter uses his 
lathe or plane. He, indeed, by using, continually 
learns to use them better ; but the period of mere learn- 
ing to use them with no other immediate end, is ex- 
ceedingly short as compared with the time devoted to 
the bare technique of reading and grammar, for instance, 
in our common schools. Under the organic system, an 
arithmetical process, as long division, is not taught as 
such, but as a means for determining, say, the amount 
of material needed for the new house of some child in 
the room. And the results of such methods of teach- 
ing would seem to justify the general answer to the 
objection of overcrowding the curriculum, that children 
thus taught cover the same ground in less time than 
under the old system, and with greater thoroughness. 

By the statement that the child learns with " greater 
thoroughness " under the organic system is meant that 
since what he learns is here not an extraneous some- 
thing imposed upon him from without, but the natural 
development of his own interests, it is his own, it is 
really himself. He cannot forget or lay it aside when 
school-hours are over for the day, or when school-days 
are over for life ; for it is in a real literal sense his own 
self. This means thoroughness as a vital, not a mechan- 
ical, quality in education. 

One further result of the organic system which con- 
tributes in no small degree to the rapidity and thorough- 
ness of the pupils' mental assimilation, should be noted 
here. The logical presentation of each subject and 



THE ORGANIC CURRICULUM. 23 

each lesson may reasonably be expected so to habituate 
the children to coherent mental processes that the bear- 
ings of one fact upon another will be at once apparent 
to them. They would not then be compelled, in the 
study of any subject, to spend long hours groj^ing 
blindly for some link of thought, vaguely felt, rather 
than perceived, to be missing ; or to labor under 
chronic misconceptions due to perverted habits of 
thought. On the contrary, a subject would unfold 
itself to them in the first instance, logically proportioned 
and clearly articulated. They would thus be rendered 
capable of originating, as well as of following, a train 
of logical thought from beginning to end, moving from 
point to point with sure-footed ease. They would also 
be able often to detect and even to locate a fallacy in 
the reasoning of another, where many adults, whose 
logical instincts have been stultified rather than devel- 
oped, are only dimly conscious of " a screw loose some- 
where." The ethical bearings of such a capacity as 
this surely need not be elaborated. It may, however, be 
noted in passing, that without such capacity no rational 
self-determination of conduct is ever possible. 

To return to the objections against the proposed 
extension of the school curriculum : as to the inability 
of children to comprehend the subjects of sociology, art, 
and ethics, it must be remembered that the child can 
grasp any subject whatever, if only it be unfolded to 
him in logical order in response to the demands of his 
own interest. This sole condition is satisfied by the 
organic system, so that if the ability of the child under 
this condition be admitted, the objection is met. No a 
priori argument, however, can be brought so convincing 



24 ORGANIC EDUCATION. 

as the actual results of the teaching of these subjects 
by the organization method. The practicability of these 
subjects has been demonstrated to the entire satisfaction 
of experienced teachers at the outset incredulous. The 
children, it is true, do not know that they are studying 
art, ethics, and sociology, but they nevertheless are 
studying — or perhaps absorbing — these subjects from 
the first grade up, with a vital thoroughness such as no 
twenty weeks' course in college or university can possibly 
give. It is certainly fair to say that no college graduate, 
with but a year's or a half-year's " credit " in sociology, 
ethics, or art, is so saturated with the subject as is the 
child in the eighth grade, under the organic system. 
This is, of course, no discredit to the college or to the 
student. The case could not be otherwise. Appreciation 
of art and literature is not the product of a five months' 
gorging with the world's masterpieces. Nor do the 
text-book conclusions of ethics and sociology permeate 
the consciousness of the individual who is largely igno- 
rant of the data from which they have been drawn, and 
who is justly satisfied with the philosophy which his 
experience has furnished him. Whatever may be true 
of other subjects, these three, at least, are a growth, or 
they are nothing. 

Most of us are so well acquainted, either from obser- 
vation or from experience, with the effects of the gorging 
process in One or all of these subjects, that this side of 
the contrast need not further be pursued. On the side 
of the slow assimilation plan, however, it may be said 
that while the results are not by any means startling, 
they are eminently sound and practical. The first crude 
artistic demands of the children are fed by equally crude 



THE OBGANIC CURBICULUM. 25 

artistic material. They see and use the bright Indian 
colors and the grotesque Indian picture-writing. From 
this point their taste continually expands and refines, 
through the exuberant sensuousness of Persian color- 
ing, the pure severity of Greek outline, the multifarious 
richness of mediaeval and Renaissance painting, absorb- 
ing the spirit of each of these, and becoming truly 
cosmopolitan. The extent to which the lives of the 
children are thus enriched is all but incredible to those 
unacquainted with the facts. Most adults when brought 
into direct daily contact with the masterpieces of Greek 
art, for instance, are thereby to a degree edified. But 
that children surrounded from an early age by the forms 
of art which precisely answer the demands of their own 
interest in each stage of its development, — that such 
children should not respond powerfully to such environ- 
ment, would be more incredible than the fact. In truth, 
from grade to grade may be traced by the teacher the 
influence of the artistic environment of the child in the 
schoolroom. His dress, his manners, his moral charac- 
ter, his home, are all affected by it. 

And the same facts are true as to the literature- 
teaching. The child's first instinctive desire for an 
expressive interpretation of the facts of life, in the be- 
ginning satisfied with animal stories and nature myths, 
grows with his growth until it demands a Goethe's, a 
Shakespeare's, and a Dante's masterpieces of poetic 
thought. And here also the ethical uplift is incontro- 
vertible. This, however, has already been recognized 
far more universally than in the case of art, and many 
schools have discarded the " reader " pabulum for care- 
ful selections from the best literary material, both in 



26 OBGANIC EDUCATION. 

poetry and prose. But the point will nevertheless bear 
further emphasizing, until an acquaintance with the 
world's highest literature shall be popularly regarded as 
the right of public-school children. 

The study of sociology need not surely be defended 
to any believer in the doctrine of social individualism. 
The relationship between the individual and the social 
organism cannot be wholly effective until it has come 
to self-consciousness — of which self-consciousness soci- 
ology is the scientific expression. The social develop- 
ment of the individual is not complete without a 
knowledge of the science of society, and under the 
hypothesis of social individualism, the social develop- 
ment of the individual is the end proposed to education. 

By those of us who believe that the moral nature is 
not something separated from the body or intellect, but 
that it is the whole man, it might indeed have been an- 
ticipated, that the ethical results of the organic system 
should be pronounced in proportion to those termed 
" intellectual." The prime advantage which the ethical 
teaching under the organization plan may be said to 
have over others, is that, instead of imposing upon the 
children in a certain stage of development an ideal 
wholly extraneous to themselves, the fruit of a different 
period in civilization, the ideals naturally growing out 
of their own mental status are simply allowed full frui- 
tion in their conduct, that these may, in turn, give place 
to further ideals. The natural ethical development of 
the child is furthered — that is all — not thwarted by 
the stamping out of his own ideals, nor by the imposi- 
tion upon him of ideals remote from and incomprehen- 
sible to him. By this means, the individual child gains 



THE ORGANIC CURRICULUM. 27 

the invaluable habit of pursuing his ideals into the 
stage of conduct, reflecting upon that conduct, as its 
consequences return upon him, and thus modifying or 
reconstructing the old ideal in accordance with the 
new light. And it does not seem extravagant to say 
that if only this one habit were deposited from the 
tide of school life, — as it assuredly may be, under 
the organization plan, — the years of primary educa- 
tion would have been well spent; for it is this alone 
which renders possible a life at once morally free and 
morally responsible. 

Some of the advantages afforded to the individual by 
the organization system have been discussed, its advan- 
tages to society being very largely implied in this. Let 
us, however, consider for a moment some changes which 
the new plan would of necessity bring about in the 
structure of the public-school system. Waiving details, 
it is evident that a degree of scholarship, practical effi- 
ciency, and enthusiasm hardly dreamed of before would 
be demanded of the teacher in the primary and inter- 
mediate grades. She must be at the outset, or must 
come to be in the course of her teaching, a wide and 
thorough student of psychology, ethics, sociology, eco- 
nomics, history, science, literature, and art. This at 
once sounds hopeless, but what the organization plan 
does for the pupil it also does for the teacher. Even 
the "average teacher," with fair capacity and some 
pluck, can do far better work with the organization 
system than under the old method. And as for the 
college graduate, to whom it seems that we are to look 
in the future for our teachers in secondary schools, such 
requirements should not lie beyond the scope of his 



28 ORGANIC EDUCATION. 

ability. 1 And to him they will prove attractive as no 
stultifying routine under the old system could possibly 
be. There will be no reluctance on the part of men and 
women adequately educated to assume the task of pri- 
mary education under these generous conditions. The 
law of supply and demand will hold here as elsewhere. 
The kind of teachers wanted will be forthcoming. And 
the consequent advantage of wanting such teachers as 
are broadly educated is sufficiently obvious. 

The transformation of the school under this system 
has been largely anticipated in the foregoing discussion. 
In general, it may be prophetically described as a treas- 
ure-house of the art, literature, science, and industry of 
the world, a laboratory of civilization, a busy cell or 
ganglion in the social system, a real segment of a real 
world. 

For the particulars of the organic curriculum, the 
reader may be referred to the outline of study farther 
on in this work. At this point it will be sufficient to 
indicate in a general way the dominant interest for 

1 Professor Francis W. Kelsey, of the University of Michigan, in 
an article on "The Future of the High School," in the Educational 
Review for February, 1896, has this to say of the qualifications of the 
future teacher of the secondary school : — 

" No one should now be encouraged to go into high-school teaching 
in any line without a range and quality of scholarship that may be 
fairly represented by the work for the master's degree ; that is, the 
completion of the undergraduate course and a year of graduate work 
in an institution furnishing the best possible facilities. It will not be 
so very long before we shall see many positions in the larger high 
schools manned by those who have taken the doctor's degree." 

If this prophecy as to the secondary schools be fulfilled, a corre- 
sponding rise may fairly be expected in the educational equipment of 
teachers for the primary and intermediate grades. 



THE OBGANIG CURRICULUM. 



29 



each grade, and the material which furnishes nutriment 
for the child at each stage of his development. These 
features may be exhibited in outline as follows : — 



Dominant Interest. 
To use senses (curiosity). 

For possessions. 

For attention or notice. 
To imitate (suggestibility). 
To cooperate for sake of gain. 
For personal freedom. 
To serve (display power). 
For adventure, experiment. 
For what is true (incipient). 
For activity, movement,aff airs. 
For the practical. 

For what is personally prac- 
tical. 
For authoritative knowledge. 

For explanation — how things 
came to be, or how they are 
done. 



For approval (extremes shown 
in diffidence and egotism). 



For admiration and power. 



Material. 

Nomadic period of history — In- 
dian as type. 

Pastoral and agricultural period 
— early Aryan as type. 

Persian. 

Greek. 

Roman. 

Early German. 

Feudalism and chivalry. 

Renaissance — Columbus as type. 

Puritan as type of reformation. 

Story of America. 

United States in its organic re- 
lations. 

Europe and its relations to the 
United States. 

Asia (past, present, future) in 
relation to the United States. 

Africa, as showing nations crystal- 
lized (interpreted through their 
works), and as showing nations 
in the making. Its meaning to 
the United States. 

The earth's history as a planet, 
its present physical conditions, 
and the evolution of industrial 
life. (Each individual, though 
but a small part, is seen to 
be organically related to the 
whole.) 

Brief view of the history of the 
rise and decline of the great 



30 OEGANIC EDUCATION. 

Dominant Interest. Material. 

civilizations of the world (with 
causes), and special study of 
social life. 

For a larger self, interest in Growth of the State as a larger 
community and national self, as shown in United States 

life. history, and of the individual 

as a larger self, as shown in 
literature. 

For the ideal. Ideals of institutional life (pai*- 

ticularly of the home), as 
shown through history, nature 
study, literature, and art. 

The material indicated above is, in use, divided into 
the large natural units suggested by the dominant inter- 
est, and the direction which is given to that intei'est by 
the environment. Thus curiosity may be manifested 
toward the whole environment, or it may be restricted 
to nature, to institutional life, or to art. The extent to 
which these units are elaborated will of course depend 
upon the stage of development of the children. Certain 
material obviously cannot be employed in particular 
cases until the insight of the child has grown adequate 
to it. For example, the evolution of institutional life 
from the germinal ideas is a conception that must wait 
upon the growth of the child's powers of abstraction. 

The material is in each case presented through the 
subject in the ordinary curriculum that will best dis- 
close its meaning and value. The central thought, for 
instance, would be developed in the language lesson, 
the physical setting would appear in the geography 
lesson, the nature and function of the environment 
would be shown in the nature-study, and so on through- 
out the entire round of school work. 



CHAPTER IV. 

THE SEQUENCE-METHOD. 

It will be noticed that, in the outlines of work for the 
grade, reference is invariably made to a " story," as the 
form in which the material is presented. And this is, 
indeed, the typical, rather the invariable, mode of instruc- 
tion employed. It may, however, be necessary to define 
further the word " story " as here used. By the term 
is meant the recital of a sequence, in organized unity, 
of events or circumstances. This sequence may be, and 
as a matter of fact usually is, a sequence in time. It 
may, however, be a sequence of place, of causation, or 
of development. The word " story " is useful chiefly 
as emphasizing the continuity or organization of the 
material, as conveying the idea of active progression 
rather than of static enumeration of details, and finally 
as suggesting the attractiveness which it is sought by 
every means to impart to the subject-matter presented. 
A story may, thus, be of Hiawatha's clothing, or of 
Kablu's home, of the life-history of the grasshopper, of 
the physical structure of North America, of the process 
of long division, or of electing a county commissioner 
of schools. It is not at all the subject-matter which 
constitutes the story, but the manner in which that 
subject-matter is presented. And the child, to say 

31 



32 ORGANIC EDUCATION, 

nothing of humanity at large, finds the story so much 
more interesting than other forms of literature, embody- 
ing perhaps the same facts, mainly because the stream 
of his thought is nowhere interrupted by lack of con- 
nection, but flows smoothly on from point to point, fol- 
lowing the plain path of a time-sequence. As his mind 
develops, he becomes better able to follow a thought- 
connection without the aid of the sequence in time. 
But the story, that is the organized, continuously inter- 
related body of ideas, always maintains with him its 
precedence over a chaotic heap of inconsequent facts. 
And hence the large use of the story form in this 
organic method, a use which has wholly justified itself 
in practical experience. 

In telling a story, a definite plan is followed, which 
is familiarly known in the school as the " sequence- 
method." 1 The method in brief is as follows. The 
teacher, before telling any story, reduces it to its 
elements, cutting out every detail, down to the fleshless 
skeleton of essential points. These points are stated in 
sentential form, the subject remaining practically un- 
changed throughout, while the predicate follows the 
evolution of the central thought. For instance, the 
sequence for the life-history of the caterpillar would be 
something like this : — 



1 Several years ago there appeared in the Beview of Beviews a series 
of articles upon the Gouin method of teaching languages. The reading 
of these articles suggested the idea which later, after much experimen- 
tation with pupils, developed into the sequence-method here presented. 
But while acknowledging great indebtedness to M. Gouin for the fun- 
damental principle, I wish to absolve him from all responsibility for 
the details. 



THE SEQUENCE-METHOD. 33 

The caterpillar breathes. The caterpillar sleeps. 

The caterpillar eats. The butterfly wakes. 

The caterpillar grows. The butterfly flies. 

The caterpillar crawls. The butterfly lays. 
The caterpillar spins. 

Or, for instance, note the following sequence for the 
story of how the Scotch blue-bell, by watching continu- 
ally a patch of blue sky and one shining star, became 
blue in color, with a star in its cup which had not been 
there before. 

The bluebell grew (where?). 
The bluebell watched (what?). 
The bluebell changed (how ?). 

From the explanation given thus far and from the 
examples just cited, it will be seen that the word 
"sequence" as it is employed in this book designates an 
organized body of thought-material. The elements of 
the sequence are so related that each part ministers to 
and makes more effective the other parts and the whole. 
The recital of a sequence means the presentation of the 
essential events, circumstances, or facts in a complete 
series of logically connected statements. The main 
characteristics of an effective sequence are five in num- 
ber, namely : I. Completeness ; II. Unity ; III. Selec- 
tion ; IV. Proportion ; V. Progressive Order. Each of 
these characteristics will be considered in turn. 

I. Completeness. — A whole round of experience is 
pursued : (a) if a plant or animal, from seed to seed, or 
from Qgg to egg ; (li) if an occupation, from the life- 
history of the raw material, to the completed product ; 
(c) if a deed, from the motive or conditions, to the 



34 ORGANIC EDUCATION. 

result. The following is an example of a sequence 
taken from plant life : — 

The apple-seed is planted. The apple-tree grows. 

The apple-seed swells. The apple-tree blossoms. 

The apple-seed sprouts. The apple-tree bears. 

For an illustration of a sequence drawn from human 
action, we may take the story of Golden Locks and 
the Bears. 

Golden-Locks wandered. She broke. 

She saw. She slept. 

She entered. She escaped. 
She ate. 

The pedagogical value of this characteristic of com- 
pleteness is obvious. A complete sequence presents a 
subject as a whole. Thus, on the one hand, it satisfies 
the natural craving of the pupil's mind to know the 
whole of anything that is presented to it; and, on the 
other, it cultivates the habit of looking at things as 
wholes, not as fragments. 

II, Unit I/. — A central thought or subject must be 
retained throughout the sequence. The experiences 
must be of one subject, no matter how many changes of 
form it may undergo. The unity of life under variety 
of forms must be preserved. Thus, in a sequence deal- 
ing with the life-history of the caterpillar the identity 
of animal life under the different forms of pupa and 
butterfly must be maintained throughout, as follows : — 

Tlie caterpillar breathes — eats — grows — crawls — spins — (as 
pupa) sleeps — (as butterfly or moth) wakes — flies — lays. 

This characteristic of the sequence leads the pupil to 
dwell upon the oneness which underlies all the phe- 



THE SEQUENCE-METHOD. 35 

nomena of nature. The perception of this unity 
persisting in the midst of incessant change is the 
beginning of scientific knowledge. 

III. Selection. — The meaning or central idea of tliis 
cycle of experience is determined, and from the mass of 
events or circumstances only such are selected as seem 
of prime importance to maintaining this central idea or 
thread of the story unbroken. The advantage of this 
characteristic is that the pupil who uses the sequence 
forms the habit of grasping quickly the essentials of the 
subject, undistracted by the jostling throng of particulars. 
He thus attains eventually to clearer and profounder 
views of life and to a livelier sense of his own individual 
part in the work of the world. To illustrate this char- 
acteristic we may suppose that the teacher has before her 
the various particulars constituting Hiawatha's build- 
ing of the canoe. From them she selects as most impor- 
tant the following: — 

Hiawatha stripped (the bark for his canoe). 
Hiawatha shaped (the bows). 

Hiawatha bound (the bark to the franiewoi'k with fibre). 
Hiawatha smeared (the seams with balsam). 
Hiawatha decorated (the canoe with quills). 

IV. Proportio7i. — Any facts of secondary impor- 
tance are reduced to sub-heads under the main points. 
Those of tertiary importance are omitted altogether. 

The purpose of the teacher is defeated if the points 
are so presented that the mind fails to grasp the 
sequence as a whole. And such failure is likely to 
occur when points of minor importance appear to stand 
on an equality with those of prime importance. The 
use of sequences in which proportion is observed culti- 



36 OBGANIC EDUCATION. 

vates a sense for perspective. It reveals main, as distin- 
guished from subordinate, values in the facts and acts of 
daily living, and thus helps the individual in the rational 
conduct of life. An illustration of this quality may be 
seen in the following sequence, designed for a study of 
the topic " Longfellow as a Writer." 

Longfellow enjoyed. 

Appreciated the best because of influence of cultured parents. 
Observed nature with sympathy from attractiveness of his 

environment. 
Was interested in the industrial life around him. 
Loved the sea and ships, and learned much about them from 

the location of his native place. 

Longfellow studied. 

Attended Portland schools. 

Continued his studies at Bowdoin College. 

Prepared for the bar. 

Longfellow travelled. 

Visited Spain, France, Germany, and Italy. 
Prepared to teach modern languages. 

Longfellow taught. 

Began at Bowdoin College. 
Continued at Harvard. 

Lived in Craigie House. 

Loved and showed consideration for his own and other children. 

Enjoyed distinguished friends. 

Gained tlie respect of his townspeople. 

Longfellow wrote. 

Wrote poems about other lands and people. 
Wrote poems about our own lands and people. 
Wrote poems about and for children. 
Wrote poems about life and its meaning.^ 

1 It should be borne in mind that the progress of the sequence is 
to present material appropriate to children. A sequence for critical 
study would naturally assume another form. 



THE SEQUENCE-METHOD. 37 

V. Progressive Order. — The primary points are pre- 
sented in the order in which the central idea, previously 
determined, unfolds itself. This order may be that of 
time, of place, of cause to effect, of means to end, of 
whole to parts, of outer to inner, of ideal to reality, 
of motive to result, or in fact any logical progression 
whatever. The following examples exhibit different 
types of progressive order : — 

The Pilgrims as a Factor in American Civilization 
(Cause and Effect). 

The Pilgrims suffered (persecution because of religion). 
The Pilgi'ims moved (to Holland, to escape persecution, and secure 

freedom). 
The Pilgrims decided (to seek a home in America to prevent their 

children from acquiring Dutch customs). 
The Pilgrims agreed (to abide by conditions of the compact to 

avoid friction in government). 
The Pilgrims established (an element of permanency in our 

government). 

The Engine as a Means of Locomotion (Means and End). 
The fire heats the water. 
The water produces steam. 
The steam pushes the wheel. 
The wheel moves the car. 

The Story of the Pied Piper (Time). 

The Pied Piper appeared (in order to give counsel). 

The Pied Piper declared (his ability to rid them of rats). 

The Pied Piper asked (for the chance to do so). 

The Pied Piper secured (permission). 

The Pied Piper blew (on his pipe). 

The Pied Piper succeeded (in ridding them of rats). 

The Pied Piper asked (for his pay). 

The Pied Piper threatened (to be revenged). 

The Pied Piper played (on his pipe). 

The Pied Piper drew (the children after him). 

The Pied Piper taught (the people a lesson). 



38 ORGANIC EDUCATION. 

Thp: Roman Basilica (Place). 

You approach by a portico. 

You enter a main hall divided by rows of pillars. 

You reach the judgment seat. 

You observe the apse back of the judgment seat. 

Visiox OF Sir Launfal (Comparison and Contrast). 

Sir Launfal was inspired (on going forth, by the season of returning 
vitality). 

But was chilled (on returning, liy the winter). 
He decided (to go on a noV)]e mission). 

But returned unsuccessful. 
He possessed ("the grandest hall in the North Countree "). 

But found another enjoying his possessions. 
He started out elegantly equipped, young, and strong. 

But came back on foot, clothed in rags. 
He thought he must search without for the Holy Grail. 

But learned that the quest was for something within himself. 

The prominence of the verb in the foregoing sequences 
as an indicator of progression is in line with the funda- 
mental principle of the system, which is activity, move- 
ment, life. For this reason the active form of the verb 
is used in the sequence whenever life, character, or con- 
duct is involved. But when Nature is represented as 
passive, that is, as supplying material for man to shape 
in accordance with his own ideals, or as cooperating with 
man through her adaptation to his needs, this passive or 
adaptive quality is indicated by the use of the passive 
voice. Thus the life-history of wool in its service to 
man may be traced in a sequence as follows : — 

Wool is cut. Wool is rolled. 

Wool is cleaned. AVool is spun. 

Wool is combed. Wool is woven. 



TBE SEQUENCE-METHOD. 39 

In stories involving character and conduct it is often 
desirable to indicate the conditions under which action 
was performed, to show what was received by the actor, 
or denied to him ; for in this way the obstacles to prog- 
ress which form the background of the deed are given 
due prominence. These things when brought into the 
sequence will naturally appear most often in the passive 
voice. They are, however, subordinate to actions in 
which character is manifested through the actor's own 
volition, and this subordination should be made to appear 
in the sequence. The following, dealing with the life 
of Pestalozzi, intended for more advanced study, will 
illustrate this point : — 

Pestalozzi studied. 

He was influenced by home training. 

He was influenced by religious training. 
Pestalozzi joined the league. 

He was swayed by unpractical education. 

He was impressed by the writings of Rousseau. 
Pestalozzi prepared to champion the peasantry. 

He was moved by the oppression of the peasants. 
Pestalozzi established a poor-school. 

His project was defeated by bad management, lack of foresight, 
and excess of love. 
Pestalozzi wrote. 

He was suffering from debt. 

He was discouraged. 
Pestalozzi taught. 

He was opposed by the director. 

He was annoyed by the parents. 

The sequences given thus far have dealt mainly with 
man's actions as they appear when viewed from the out- 
side. We may, however, penetrate beneath the surface, 



40 ORGANIC EDUCATION. 

and from his thoughts, his feelings, his interests, and his 
motives, try to determine the springs of his activity. 
And these inner thoughts and feelings may constitute 
the material of the sequence. Thus we may take as an 
example of a thought-sequence Darwin's discovery of 
the law of natural selection : — 

Darwin observed the fossil animals of South America and closely 
allied forms elsewhere ; the different forms on different islands 
of the same group. 

Darwin reflected that neither the action of the surrounding con- 
ditions nor the will of the organisms could account for adapta- 
tion to habits of life of the organism; that it was futile to 
endeavor to prove by indirect evidence that species had been 
modified. 

Darwin bethought him that he might follow the example of Lyle 
in geology ; that he might collect facts bearing upon the vari- 
atiou of plants and animals under domestication. 

Darwin reasoned from Baconian principles, and from suggestions 
gathered by conversation, inquiry, and reading. 

Darwin decided that selection was the secret of man's success- 
with plants and animals. 

Darwin questioned how selection applied to nature. 

Darwin discovered that favorable variations were preserved and 
unfavorable variations were not; that the result was a new 
species. 

Darwin concluded that modified offspring of all dominant and 
increasing forms of life tend to become adapted to many and 
highly diversified places in the economy of nature. , 

The following account of the evolution of Jean 
Valjean's character (condensed from Victor Hugo's 
Les Miserahles) illustrates the sequence based upon 
the successive states of feeling of the chief actor. The 
prominent verbs are italicized : — 



THE SEQUENCE-METHOD. 



41 



resented Jean Valjean resented the seveiity of his sentence. 

hardened He hardened during the long years in the galleys. He 

melted melted under the Bishop's kindliness and his return of 

aspired good for evil. He aspired to be like the Bishop. He 

pitied pitied the suffering people. He looed the people, and 

loved the old peasant whom he saved from the galleys by 

rejoiced revealing himself, and Cosette. He rejoiced in that 

feared Cosette was not beautiful. He feared Javert, the 

forgave gendarme, who pursued him relentlessly. He for- 

envied gave Javert, and saved his life. He envied Marius 

hated Cosette's love. He hated Marius. He desired Cosette's 

desired happiness more than his own, and so contented him- 

contented self with that, by risking his own life to save Marius, 

and by bestowing his fortune upon Cosette at her 

longed marriage. He longed for some return of his love for 

suffered her. He suffered under their coldness and neglect. 

blessed He blessed them when Marius (after finding out Jean 

Valjean's real worth, and that it was he who had 

carried him through the sewers on the day of the 

barricade) brought Cosette to him just in time for 

his benediction. 

In practice the use of the sequence produces remark- 
able results. These results, however, are no more than 
might naturally be expected. The fundamental ten- 
dency of all minds is toward self-realization. Whatever 
hinders this tendency brings about friction and pain. 
Whatever furthers it brings about healthful activity and 
pleasure. If through any agency the stream of thought 
is caused to move smoothly from point to point there 
results a sense of life, power, freedom. It is the office 
of the sequence to accomplish this end. By its help 
the pupil passes readily from point to point with the 
focus of consciousness unchanged, relating easily and 
economically the new with the old, the remote with the 
present. Such concentration of energy means clearness 



42 ORGANIC EDUCATION. 

of imagery, and clearness of imagery means quick and 
powerful motor reaction. 

In the use of the sequence-method the child gradu- 
ally learns to look at phenomena as a whole, not re- 
maining content with a fragmentary view ; that is, he 
gains a continually broadening and deepening sense of 
unity. He comes to recognize almost intuitively the 
essentials in a subject, however obscured by subordinate 
details, and so to relate details to essentials as to fulfil 
the demands of logical proportion. He can build up a 
whole narrative in coherent form from the nucleus 
sequence, and by its aid think while standing before 
the listening school more clearly than the average adult 
seated in his library. These are not only possibilities 
but facts- which have been realized in the use of this 
method. 



CHAPTER V. 

SPECIAL APPLICATIONS OF THE SEQUENCE- 
METHOD. 

The application of the sequence-method to language 
work has been suggested in the foregoing statements. 
The sequences given above as illustrations may be 
termed basal sequences. Each serves as the basis or 
logical framework for a story both as narrated by the 
teacher, and afterward as reproduced by the children. 
To the end that it may be thus useful, the teacher care- 
fully observes the order of points in her own narration, 
and then draws the story from the children by such 
questions as : " What does the caterpillar do first ? 
What next ? What next ? " until the logical progress 
of events is firmly fixed in their minds, the order being 
seen as one of necessity and not as arbitrary. The 
story may then be told as a whole by the children, the 
order of points in the sequence being always expected 
by the teacher. This does not at all mean that the story 
is told in the same language by each of the children. 
As a matter of fact, it never is, for, while the sequence 
is the skeleton of the story, it is not the living tissue. 
This the children fill out according to their own ideas, 
being required simply to maintain its proper relations to 
the framework. 

The child tells a story before he ever thinks of writ- 

43 



44 ORGANIC EDUCATION. 

ing it, and thus, while the subject-matter is still plastic 
in his hands, learns to differentiate details from essen- 
tials, to hold the thread of thought firmly in hand, and 
to follow it in continuous progress from its logical be- 
ginning to its logical conclusion. And when he comes to 
write the story which he has many times told and many 
more times heard told after this same fashion, it flows 
from his pen in the accustomed logical, well-articulated 
form, with scarcely an effort on his part. Writing is no 
bugbear to children who have been taught by means of 
the sequence, for they have their material well in hand, 
— always the onus of literary composition. And, fur- 
ther, through continued use of the sequence-method, 
the children gain such habitual clearness and coherence 
of thought that any subject met in their general reading 
is immediately reduced to its elements and logically 
reorganized as if by instinct. Such habits of mind, it 
need hardl}'" be said, will go far toward transforming 
the perfunctory and marrowless study of " Composition 
and Rhetoric " in our schools into the vital joy of ex- 
pression which it is sometime to be. If this method is 
followed, the stories used in connection with every sub- 
ject may be reproduced both orally and in writing, so 
that the language work is an integral part of all the 
other studies. The formal side, that is, paragraphing, 
sentence-structure, use of words, generalizations as to 
the use of the different parts of speech, and other like 
technical points, is treated together with the thought- 
side. That is, the technique of communication flows 
directly from the thought. Technical points are taught, 
not for their own sakes, but as a means to more effective 
expression and communication. The spirit determines 



ADAPTATIONS OF THE SEQUENCE-METHOD. 45 

the letter. The system must not be misconceived as 
designing to minimize the importance of detail work in 
language. It rather attempts to vitalize such work. 
By laboring incessantly for clearness of thought it goes 
far toward insuring clearness of expression (and by 
clearness is meant technical accuracy without which is 
chaos) ; but none the less does it recognize the correlative 
truth, that clearness of expression reacts upon and still 
further clarifies thought. The children are led little by 
little to make more effective for purposes of communi- 
cation the spontaneous expression of their own thoughts, 
and in this way some principles of technical composition 
and grammar gradually become clear-cut to them. 

For example, the principles of unity and proportion 
in paragraphs, and the different types of paragraph 
structure, may in this way be early impressed upon 
the pupil's mind. Next naturally follows the proper 
relating of the parts of the paragraph through the 
use of coordinating and subordinating connectives, 
relatives, parallel construction, and the like. The mi- 
nute structure of the paragraph may then be attacked, 
and the pupil's attention called successively to such mat- 
ters as the unity and coherence of the sentences, the 
principles of good use, the origin and history of words, 
the use of prefixes and suffixes, the discrimination of 
synonyms, and the value of the various figures of speech. 
The sequence also lends itself readily to study the dif- 
ferent types of discourse, namely, description, narra- 
tive, exposition, and argument. 

To illustrate all phases of this technical study of lan- 
guage, as pursued through the medium of the sequence, 
would require a good deal of space. It will, perhaps. 



46 ORGANIC EDUCATION. 

be sufficient to give a few examples from that most 
perplexing subject, technical grammar. Suppose that 
the work for the day is to bring the pupils to an appre- 
ciation of the nature of descriptive adjectives. The 
teacher says nothing about descriptive adjectives. She 
does not even introduce the term. Instead, she presents 
to the children some story which lays hold upon their 
interest, let us say the story of Orpheus. Her aim now 
is not to discover whether they can use the term " de- 
scriptive adjective " glibly, but first, whether they have 
clear mental images of the personages and events of 
the story, and second, whether they can express these 
images. She may ask one child how he pictures the 
appearance of Orpheus. Remembering that Orpheus 
is the son of Apollo, the child may reply, " I think of 
him as having golden hair." '" But," asks the teacher, 
"how can you say what you think of him in the short- 
est way ? " And one child or another will reply, " The 
golden-haired Orpheus." In similar fashion some child 
might think of his power, and call him " the mighty 
Orpheus." Another might think of him as he was 
after he had lost Eurydice, and call him "the stricken 
Orpheus." And so on. In this way a series of pic- 
tures of Orpheus as he appeared at different stages of 
the story could be drawn out, the descriptive adjec- 
tive in every case coming as the result of the mental 
image formed by the children. The net result could 
then be summed up in some such sequence as the fol- 
lowing : — 

The golden-haired Orpheus played. 
The lovable Orpheus charmed. 
The mighty Orpheus won. 



ADAPTATIONS OF THE SEQUENCE-METHOD, 47 

The stricken Orpheus grieved. 
The forlorn Orpheus visited. 
The faithful Orpheus secured. 
The anxious Orpheus lost. 

When the story had been fixed in mind, the teacher 
would by questioning bring out the use of the adjec- 
tives, and give the technical name for such vrords. 
If the children were old enough, the teacher might at 
this point refer them to their text-books for a more 
accurate statement of the definition. 

The following illustrate the application of the se- 
quence to a variety of grammatical conceptions. 

Grammatical Subject and Predicate — Noun and Verb: — 

Orpheus played. Orpheus visited. 

Orpheus charmed. . Orpheus secured. 
Orpheus won. Orpheus lost. 

Orpheus grieved. 

Logical Subject and Predicate — Nouns: — 

Orpheus, the son of Apollo, played on the lyre. 

The rnighty Orpheus charmed all who heard him. 

The beautiful musician won the love of Eurydice. 

The golden-haired son of Apollo grieved for his lost wife. 

The grieving god secured Pluto's consent by his 

wonderful music. 
Orpheus, not able to resist temp- } lost the wife he had regained 
tation, ) by so much effort. 

Pronouns : — 

He played. That visited. 

Who charmed (what)? Which secured? 

This won. One lost. 
Each grieved. 



48 



ORGANIC EDUCATION. 



The Possessive Case: — 



Apollo's son 


played. 


The sungod's heir 


charmed 


Eurydice's lover 


won. 


Sorrow's victim 


grieved. 


Hope's encouraged hero 


visited. 


Music's best-loved master 


secured. 


The lyre's master 


lost. 



Verb Phrases: — 



Orpheus had played. 
Orpheus did not only charm. 
Orpheus had won. 



Orpheus was grieving. 
Orpheus would have secured. 
Orpheus must have lost. 



Before Orpheus won 



Adverbs : — 

Orpheus played skilfully. 

While Orpheus charmed ' ., ' 
^ ( easily. 

C already. 

\ eventually. 

/-w u ■ A S much. 

Orpheus grieved { ,. ,, 
^ ( continually. 

r\ ^^ . •, ■■ S there. 

Orpheus visited < 

( finally. 
Orpheus secured accordingly. 
Orpheus lost afterward. 



Prepositions : — 



Orpheus 


played 


on the lyre. 


Orpheus 


charmed 


by his music. 


Orpheus 


won 


ere long. 


Orpheus 


grieved 


without hope. 


Orpheus 


visited 


notwithstanding the difficulties. 


Orpheus 


secured 


because of the magic of his playing. 


Orpheus 


lost 


despite all he had endured. 



ADAPTATIONS OF THE SEQUENCE-METHOD. 49 



Orpheus 

Orpheus 

Orpheus 
Orpheus 
Orpheus 

Orpheus 



Orpheus 
Orpheus 
Orpheus 
Orpheus 
Orpheus 
Orpheus 
Orpheus 



Verbs, Transitive and Intransitive : — 

Orpheus played. 

Orpheus charmed — trees. 

Orpheus won — Eurydice. 

Orpheus grieved. 

Orpheus visited — Hades . 

Orpheus secured — the consent of Pluto. 

Orpheus lost — Eurydice. 

Conjunctions : — 

charmed not only the objects of nature, but people as 

well, 
won the heart of nature, moreover the love of the fair 

maiden Eurydice. 
grieved, but not alone, for all nature grieved with him. 
in order that he might regain Eurydice ; 
still he had much to do to win his consent, 
secured the consent of Pluto when he brought tears to 

the eyes of Persephone, 
lost Eurydice because he looked back. 

Verbs, Active and Passive : — 

played and nature was moved. 

charmed and trees were uprooted. 

won and Eurydice was gained. 

grieved and the world was saddened. 

visited Hades and Pluto's heart was melted. 

secured his consent and Eurydice was delivered to him. 

lost Eurydice and was punished. 

Participles and Infinitives : — 



visited Pluto 



Orpheus, playing, moved stones. 

To charm all nature was the gift of Orpheus. 

To win Eurydice required the skill of Orpheus. 

Orpheus, grieving for his loss, wandered o'er the earth. 

Orpheus planned to visit Hades. 

Securing the consent of Pluto, he led his wife forth. 

To lose Eurydice now, was to undo all his weary work. 



60 ORGANIC EDUCATION. 

The playing Orpheus — Playing his magic lyre, Orpheus drew to 
him all nature. 

To Orpheus alone it was given to charm 
even the stones. 

Winning the love of Eurydice, his happi- 
ness was complete. 
The grieving Orpheus — Grieving for his lost Eurydice, Orpheus 
caused gods and nature to mourn with 
him. 

Orpheus overcame all obstacles in his deter- 
mination to visit Hades. 

Pluto's consent secured, Orpheus now led 
Eurydice forth. 

The use of the sequence in reading demands perhaps 
a brief statement before leaving this subject. In the 
first grade, as in all others, every story is told from a 
sequence-skeleton in the teacher's mind. When it has 
been told by the teacher, drawn from the children by 
questions, and retold by several of them at different 
times so that the order of events is thoroughly familiar 
to them, the sequence is Avritten or printed upon the 
board, and the children read it, not from knowledge of 
a single word or letter, but simply because they know 
what is said, and the order in which it is said. They 
are able, after some drill in that particular, to pick 
out any given line, such as " The caterpillar grows," 
from any other; at first because of the order in which 
it occurs, but later when the teacher has disarranged 
the original order. Having learned to identify each 
line in any position upon the board, they come to know 
each word, as they have previously become familiar with 
each line. 

lu this way the sequence is used for teaching reading 



ADAPTATIONS OF THE SEQUENCE-METHOD. 51 

by the logical method of differentiating a homogeneous 
whole into its constituent elements. This plainly is 
simply an extension of the idea involved in the old 
"word" and "sentence" methods, and, it is believed, 
marks such an advance over the ordinary method of 
learning to read from words up to sentences, as did the 
word-method over the still older plan of proceeding from 
letters to words. It is first and essentially thought-read- 
ing ; only later and secondarily the reading of signs of 
thought. In the opinion of the teachers who have used 
this method, it has conclusively demonstrated that a child 
can read anything it can understand, lack of compre- 
hension of the thought involved being the only barrier, 
not the number of syllables in a word, not poetical 
inversions of structure, or any other formal condition 
whatsoever. The telling of the story by the children, 
and their answers to questions upon it, serve as a test 
of their comprehension of the ideas involved ; and from 
this point their ability to read the story is assured. 

It will hardly be necessary to describe in detail the 
use of the sequence-method in geography, measure, 
natural science, history, civil government, drawing, and 
the other branches taught in the school. The general 
statements made heretofore upon the subject will serve 
to indicate the typical manner of its use. It might be 
added that to say that the sequence is used in all these 
subjects is only to affirm that the principle of organiza- 
tion permeates the details of the work in all the grades. 
There are not two principles here, but one. Each indi- 
vidual lesson is an organization no less than is the 
whole system. The sequence is not for itself, but for 
organization. 



CHAPTER VI. 

THE FORMAL STEPS. 

Ok the method, or formal, side, the work embodies 
the fundamental principles discussed in the previous 
chapter. Not, indeed, that the methods employed have 
been adopted with a view to their consonance with the 
general theory. In fact, as has been already perhaps 
sufficiently indicated, the general theory was born of 
the practical work, not the work of the theory. And 
the methods used, both in general and in detail, have 
come into being as the result of long experimentation, 
being in no sense deductions from a preconceived idea. 
They may all, however, be interpreted in the light of 
the fundamental principle of the entire system — that 
of the progressive organization of interests. For in- 
stance, each lesson is presented by the teacher accord- 
ing to certain formal steps ^ which seem to represent 
most definitely the essential stages in the organization 
of any new interest. These steps may perhaps appear 
unnecessarily rigid in terminology and distinctions, but 
they should be regarded by the teachers essentially as 
guide-posts, unimportant in themselves, though all- 
significant as indicators of the road. 

The teacher should first prepare for every lesson, on 

1 It should be stated that these formal steps are an adaptation of 
those defined by the Herbartian school. 

52 



THE FORMAL STEPS. 53 

her own part, by thinking out in detail the subject- 
matter of the lesson in its relations to the interests of 
the children as she knows them, determining definitely, 
on this basis, both the general and the specific purpose 
of presenting the subject to them at all. On the chil- 
dren's part, she will make preparation by bringing to 
the foreground of their consciousness some known in- 
terest of theirs, which the material she intends to pre- 
sent will still further stimulate and satisfy. Suppose, 
for instance, that she wished to give a lesson upon the 
Invention of Printing. She will prepare for it by re- 
calling to the children's minds the progress they have 
before noted in the means used for communication, 
from the carved stone or vase of the Ancient Aryans, 
through the Persian stamped bricks and cylinders, the 
Greek vellum manuscript, and the Roman papyrus rolls, 
down to the illuminated parchment of chivalric days. 

Their interest in this progressive development now 
demands further satisfaction in the presentation of the 
new materials, namely, the story of the cheapening of 
paper, the experiments with block-printing upon it, and 
finally the invention of movable types. 

The next step is termed " organization," though the 
name belongs rather to the whole process than to any 
single stage in it. However, since this step is the 
climax of the lesson, and no other word seems adequate 
to convey the breadth and thoroughness of the desired 
interrelating, the term " organization " may perhaps be 
allowed to stand. The new material, if it is not to be 
a dead weight instead of a vital experience, must grow 
naturally out of the previous knowledge of the chil- 
dren, enriching all the old facts and giving impetus to 



54 ORGANIC EDUCATION. 

the organization of new. To insure this result, the 
teacher must not only see that each point presented is 
clearly conceived, but must develop carefully from the 
history of former methods of communication, and from 
the history of the age in which printing was invented, 
the relations, industrial and social, between this period 
and all others, which made such invention possible in 
its own age as not before. By this means the children 
are enabled to discover the meaning of this new inven- 
tion and of the long struggle toward it through the 
ages. By tactful questioning they can be led to see 
for themselves why men wanted means of communica- 
tion at all, and thus to formulate with greater or less 
definiteness the idea of the brotherhood of man, the 
unity of society, or the principle of cooperation — 
whichever forms of the conception may seem most 
natural or true. This point is, of course, not to be 
forced; but if the interest of the children be fairly met 
at every point and not obstructed by the presentation 
of the facts really or apparently unrelated, they will 
follow its trail far beyond the blazings of ordinary 
travel, to the ultimate meaning discernible by them. 
This step is called generalization or abstraction. 

The underlying meaning or principle should, when 
disclosed, be used as a clew to determine the significance 
of other related phenomena. In this case the meaning 
of communication may be applied to the newspapers of 
the present, to the letter-writing of the children, and to 
written work they do in school, with a view to estab- 
lishing the essential characteristics of such forms of in- 
tercourse. And this application may, perhaps, enable 
the children to see why their own writing should be 



THE FORMAL STEPS. 55 

interesting and clear for purposes of effective communi- 
cation, as they might not otherwise see it. 

The last step, that of reproduction or expression, 
should be, if reproduction, either the drawing, making, 
or description of a printing-press, or if expression, the 
children's own use of the principle of communication as 
they understand it. They may, for instance, write the 
story of the invention of printing in such a way as best 
to answer the ends of communication, illustrating it with 
drawings or models of their own, representative of the 
various stages of development in the art of written or 
printed intercourse. 

Such are, in large, the formal steps followed by the 
teacher in the presentation of new material ; namely, 
preparation, presentation, organization, generalization, 
or abstraction, application, and expression. They, like 
formalities of every sort, will be found better calculated 
for service than for authority. The live teacher, how- 
ever, does not need such caution.^ 

1 See Appendix C. 



PAET 11. 

OUTLINES OF THE PRACTICAL WORK. 



"That they might have life, and that they might have it more 
abundantly." 



CHAPTER VII. 

INTRODUCTION TO THE OUTLINES. 

A FEW words of explanation may perhaps be necessary 
before taking up the work for the grades outlined in the 
following chapter. 

In the first place it should be stated that the outlines 
which follow were prepared upon the supposition that 
the reader has previously followed with some care the 
account given in Chapters I.-V. of the general theory of 
the work and the specific methods employed. Accord- 
ingly the teacher who approaches the outlines without 
this preparatory study will inevitably lack the clews 
necessary for an adequate comprehension of the details 
of the system as applied. 

As to the outlines themselves, they are in the main 
what the term indicates, — not by any means complete 
and rigid definitions of the work to be done in each 
grade, but suggestive sketches of some work which 
actually has been and is being done in these grades. 
The details of such a system are literally infinite. No 
effort has been made to set down upon these pages an 
exhaustive list of the points covered or the devices 
used; in the first place because of the manifest im- 
possibility of so doing without swelling the book to 
undue proportions, and secondly, because to do so 
would be to invite slavish imitation rather than origi- 

59 



60 ORGANIC EDUCATION. 

nality on the part of teachers who may wish to adopt the 
plan. The work of the lower grades has been written 
out more fully than that of the higher ; both because 
the former involves a smaller quantity of material, and 
because the teacher has through study of the work in 
earlier stages become better fitted to handle that of the 
later periods independently. 

The grades are distinguished by letter and figures, B 
indicating the first half-year, and A the second, so that 
B 3 means the first half-year in the third grade, A 2 
the second half-year in the second grade, etc. 

In planning this part of the book, it was at first a 
serious question whether the various periods should be 
assigned to grades at all; lest from such assignment the 
inference might arise, that a certain period in the history 
of civilization must invariably be handled in a specified 
year or half-year. Now, as a matter of fact, nothing 
could be farther from the spirit of the system than such 
rigidity. The question of correspondence has been dis- 
cussed with some thoroughness in Chapter I. and will 
not be recanvassed here ; but the statement should be 
made, to guard against any possibility of misconception, 
that in any school, no two consecutive years may see 
precisely the same assignment of periods to grades. 
The general order of periods may indeed be followed, 
but it may very well happen that some periods will be 
rapidly glanced over, others dwelt upon for a consider- 
able time, and sometimes two merged in one. The 
standard is always the children themselves. In some 
schools a predominance of a certain nationality or of a 
certain class of society with its characteristic conditions 
of under-feeding, or over-stimulus, will reduce to a mini- 



INTRODUCTION TO THE OUTLINES. 61 

mum or unduly prolong a certain period, in which case 
of course the work must be adjusted to meet these con- 
ditions. And almost without exception it will be found 
at the beginning of a year that in every room are one or 
more children whose stage of development corresponds 
to a period other than that to which the grade is devoted. 
And in this case the pupil should always be transferred 
to his proper grade. In all cases the actual status of the 
children's minds determines the work to be done. It 
will be noticed that sometimes a half-year is devoted to 
each period treated, and sometimes two periods are 
covered in a single semester, as in the case of the 
Germanic and the Chivalric periods, in B 3. This 
arises, as has been intimated, from the needs of a par- 
ticular school as shown by actual experiment. Other 
schools drawn from different classes or nationalities 
would undoubtedly demand a different assignment of 
the periods. 

The analysis of character under each period is, prima- 
rily, an analysis of the development of the child at the 
stage in his life to which the period in question should 
be assigned. It is thus intended for the guidance of the 
teacher herself, to enable her to place the children in 
their proper grades, so far as she can determine them, 
and to take the children's point of view in presenting 
any material to them. The " Ethical Aims," it need 
hardly be said, should underlie all the presentation of 
material, not necessarily to be made explicit, but always 
to be consciously used by the teacher. These ethical 
aims represent the educational value of the period, and 
are thus supremely important. 

Each period, as represented by a certain type-charac- 



62 ORGANIC EDUCATION. 

ter, is divided somewhat arbitrarily into various head- 
ings, such as Appearance, Clothing, School, etc., under 
which the life of the period is comprised. The purpose 
of these headings may be briefly indicated, first on the 
negative side. They are not designed to be blindly fol- 
lowed by the teacher in her presentation of the period 
to the children. Their purpose is largely that of con- 
venience, enabling the teacher to trace for herself the 
various lines of progress from age to age, and thus to 
gain a more distinct and orderly conception of each 
period in its specific relations to every other. The 
divisions may also serve to assure the teacher that she 
has omitted no essential points in either preparation or 
presentation, and to test the knowledge of the children 
in reviewing a given period. But it must not be sup- 
posed that, in the study of the Roman period, for in- 
stance, the teacher shall conscientiously complete the 
topic of, say, social life, before she allows herself to 
touch upon that of the church. In any of the earlier 
civilizations, especially, the different strands of life are 
so intertwined that to attempt to keep them rigidly 
apart is to do violence to the spirit of the age itself. In 
general the order of topics set down may be followed, 
and whether followed or not it should always be clearly 
defined in the mind of the teacher ; but only to clarify, 
not to dominate, the manner of presentation. 

The material collected under these headings is con- 
sidered first as embodied in somewhat commonplace or 
prosaic form in the actual clothing worn by the common 
people, the homes they really lived in, and the social, 
political, and religious life they themselves knew. But 
the life of the people may not all be comprised within 



INTRODUCTION TO THE OUTLINES. 63 

these more complete and prosaic forms. Much of it, 
comparatively, may not yet have reached that advanced 
stage of realization. Such portions we shall find ex- 
pressed in their art — their architecture, sculpture, 
painting, literature, or music. And this feature of 
their civilization must not by any means be neglected, 
as it heralds the next step in the progress of the race, 
and hence of the world. The institutions and the art 
of a nation are, however, only the foreground of its life. 
In the background are always the physical conditions 
known to it, the configuration and climate of the coun- 
try, its natural products, grains, fruits, trees, and flow- 
ers, its native birds and animals. These represent a 
controlling feature in civilization, definitely condition- 
ing all progress. 

The life of the people, as embodied in their art and in 
their practical life, and as conditioned by natural en- 
vironment, constitute the raw material as it is to be used 
by the teacher, and has been placed, in the outlines, 
under the head of " The Story." Not that it is, in its 
present form, deserving of that name. It is, as yet, 
only material, sometimes only the references to the 
sources for material, which the teacher herself must 
cast into the form of a story, or rather, of several 
stories, adapted in thought and phrasing to the chil- 
dren of the grade. This story forms the basis or start- 
ing-point for all the following work of the period under 
this head. 

Nature-study has for its purpose the revelation of the 
value and possibilities of natural environment. This is 
accomplished through showing from stage to stage the 
gradual progress of civilization through the discovery 



64 ORGANIC EDUCATION. 

of the adaptation of nature to men's physical, indus- 
trial, aesthetic, and spiritual needs, and through the 
study by the children of their own environments. 

The sequence-method is used both in the information 
and observation lessons. The material representing the 
civilization of any age is traced back to its sources and 
the study of its life-history as a part of the natural 
world is followed by a study of the processes employed 
till it emerges in the manufactured object. In observa- 
tion lessons the static condition of any object is mean- 
ingless except as it reveals past or points to future 
achievement; hence the use of the sequence. 

" Comparison " means the relating of the life of this 
past civilization to the life of the present, with a view 
to enriching the child's consciousness of both. It in- 
volves a comparison of the physical conditions, scientific 
conceptions and processes, the everyday industrial, com- 
mercial, and social life of the past period with that of 
the present, and of the art of the period embodying cer- 
tain ideals, with the art of the present expressive of 
modern ideals of the same subject. 

In order to compare intelligently the civilization in 
question with our own, we must first compare it with 
the civilizations behind it, that we may see in what 
direction the line of progress seems to point. And not 
only do we compare the period studied with the past 
and with the present, both in their realized and in their 
more ideal aspects ; but we compare the art side of every 
given civilization with its practical side, with a view to 
determining what influence the one exerted upon the 
other. The heading "Comparison," in short, indicates 
several cognate ways in which the material is handled. 



INTRODUCTION TO THE OUTLINES. 65 

Another way is by " Measure," the third sub-topic. 
Here " Comparison " is only carried a step farther, to 
greater exactness. The products, industries, etc., of the 
period in question are measured by the standards in use 
at that time. Our own corresponding products and in- 
dustries are likewise measured by certain of our own 
standards. The standards of the period studied are 
compared with those of past periods and with our own, 
to call attention to the growth in exactness. As the 
process of using the standards of different periods in- 
volves the formation of exact conceptions both of num- 
ber and of form, this topic represents the mathematics 
side of our study, as "The Story" and "Comparison" 
represent its history and sociology or philoso^Dhy side. 

As the use of number arose from a demand for accu- 
racy in limiting quantity, that is, in measuring, and as 
measuring is of value only when there is a standard of 
measurement, it would seem that children should be 
taught the ready and accurate use of numbers in con- 
nection with measuring by means of a fixed standard. 
Since also the use of numbers grew out of man's need, 
and is of value to the child only as it is connected with 
his everyday living, it should be presented by teaching 
him the use of the standards as he comes in contact with 
them in ordinary life. This requires a knowledge both 
of the standards used in supplying individual needs, and 
those growing out of the relation of the individual to 
social institutions. In order that the pupil may com- 
prehend these thoroughly, the necessity for them should 
be brought out and the historical origin shown. 

Growth in knowledge is from the indefinite to the 
definite. Consequently in teaching number the order is 



66 ORGANIC EDUCATION. 

from the whole to the parts. In following this princi- 
ple, standards are taught first as a whole, then the most 
obvious or essential parts and smaller units of measure 
composing the larger are taught, then other parts. 

A standard may be taught as a whole in one grade 
and analyzed in the next, according to this principle, or 
in one grade the whole and parts most commonly used, 
and less well known parts or measures in the next grade. 
These standards should be taught by the actual use of 
them and by finding where they are used in everyday life. 

Although number ideas are gained through their 
constant use in measuring by means of standards, the 
number concepts may be made permanent and the 
abstraction formed by finding where the same number 
concept has significance in nature, human life, or in art. 
For example, six has significance in nature in the parts 
of the perianth of the lily, the sides of crystals, the legs 
of a butterfly, the six points of a snowflake ; in the 
affairs of human life in the six sides of a trunk or box ; 
in art in the units of design having six parts. 

To summarize : In the lower grades the children 
work with standards of measurement of different kinds, 
and the relations of number and the operations that may 
be performed with them are learned through their con- 
crete use ; in the beginning quite incidentally, but with 
more and more of conscious purpose. In the middle 
grades, while there is always a use for the numerical 
operation, the attention of the children is turned more 
particularly to the mastering of the operation till they 
achieve its ready and accurate use. In the upper 
grades, the emphasis is upon continually wider co- 
operation, which demands the application of what has 



INTRODUCTION TO THE OUTLINES. 67 

gone before. Thus the subject of interest may involve 
merely cooperation among individuals ; taxes, among a 
community ; brokerage and exchange, among nations. 

"Expression," as the name indicates, means the natu- 
ral outflowing of the brain-activity of the children, as 
stimulated by the presentation of the material, into the 
various channels of art and industry. It is not alone 
reproduction, but invention as well by means of spoken 
or written language, singing, drawing, painting, tracing, 
cutting from paper, moulding, and making. All this is 
as spontaneous as may be, the teacher leaving all that she 
can for the children themselves to contrive, not thinking 
for them, but stimulating them to think for themselves. 

In conclusion it may be said that the wise teacher 
will first of all make herself thoroughly familiar with 
the historical material for her grade, from sources as 
near first-hand as possible, not relying upon the out- 
lines to do her work for her. And in order to know 
this material in such a manner as to present it by com- 
parison, she must necessarily acquaint herself with the 
material of all the other periods studied, particularly 
those prior to her own. And she will unceasingly 
study the children of her grade, determining the stage 
of mental development at which each has arrived, and 
adapting her work in accordance with the demands of 
the actual situation. To such a teacher these outlines 
may perhaps be suggestive, and thus to a degree help- 
ful ; but they will only lay upon her with still greater 
urgency the obligation to study her material (both that 
in the seats of the schoolroom and that on the library 
shelves), to use her own judgment, and to stand upon 
her own feet. 



CHAPTER VIII. 

THE WORK OF THE GRADES, IN OUTLINE. 

HIAWATHA, THE INDIAN BOY. 
Grade B 1. 
Ages of children, 5 to 6 years. 
A. ANALYSIS OF CHARACTER. 

The child at this age is yet in tlie dawning of his 
mental life. The dominant interest of this period of 
development may be characterized as sense hunger. 
His interest is a veritable hunger which, to satisfy 
itself, seizes upon every fact of the natural and 
institutional world that comes within the range of his 
senses. That which satisfies him holds him spellbound 
till the interest is exhausted or a new subject appears 
upon the horizon. The child may wander away allured 
by some fascinating object, as a bird or a hand-organ, 
totally unconscious that he is wandering and with no 
intention of doing wrong. As the child's craving is 
satisfied his senses are sharpened, his sense impressions 
grow to be clear-cut and vivid. If properly directed, he 
observes every phenomenon with exactness and comes 
to connect many of them with an antecedent phenome- 
non — to get some rudimentary notion of cause and 
effect. In brief, he begins at this epoch to organize 

08 



THE WORK OF THE GRADES, IN OUTLINE. 69 

his knowledge. And this incipient organization creates 
of itself a demand for more knowledge. Every fact 
becomes doubly interesting to him because it stands in 
certain relations to other facts that he knows. As the 
child at this age has less power of inhibition than at 
later stages of development, his limbs seem more imme- 
diately to respond to motor impulses and to be more 
directly connected with his stream of consciousness 
than is always desirable. His curiosity leads him into 
daring exploits. Largely ignorant of the danger he 
incurs, he does not think of it at all. An adventure to 
him means little more than an experiment, a means of 
getting at some new fact or relation. 

In his early observations, the child tends to see his 
world as one undivided whole, not distinguished even 
from himself; and he differentiates one phenomenon 
from another only as his experiences bring to light cer- 
tain differences between them; his tendency being to 
see likenesses rather than differences. This means that 
at first everything to him is alive : flowers and birds 
talk to him ; the stars smile or the moon frowns at him ; 
animals think as he does ; the child is, we say, imagina- 
tive. This is the period of his strongest affection for 
all things in nature. There is now no barrier between 
him and them. He is, in a real sense, one with them. 

The child's constant experimentation, in the desire to 
learn new facts, teaches him after a while how he him- 
self may produce certain crude effects under certain 
other equally primitive conditions. Thus he contrives 
rude means to his own ends, just as Hiawatha devised his 
own implements of warfare or industry and the necessary 
means of communication and of transportation. 



70 ORGANIC EDUCATION. 

B. ETHICAL AIMS. 

The foregoing study of the character of the child at 
this stage of development will perhaps sufficiently indi- 
cate to the teacher what should be the aims of the work 
in this grade. The child's curiosity is quickened in 
every way possible. He is stimulated to ask questions 
about everything, and to answer those questions, so far 
as may be, for himself, by observation and by experi- 
ment, to use his senses and his wits in equal proportions, 
to be exact in observing and in describing or reproduc- 
ing what is observed. He is left, wherever practicable, 
to think his own way out of difficulties ; and thus 
learns not only to be more cautious about getting into 
trouble, but to be thoughtful, contriving, and self-reliant. 
His imagination is fed by the nature stories, in which 
personification is largely used, and kindness to all ani- 
mate and inanimate things is made a habit. 

To further these aims the child is encouraged to com- 
pare himself with Hiawatha in respect to self-reliance, 
ability to contrive, accuracy of observation, etc., until 
the ideal has taken firm root in his mind and is used as 
a standard unconsciously. The teacher takes care that, 
in general, the child shall measure himself against the 
ideal, rather than by another child in the room ; for the 
latter course too easily induces feelings of superiority 
and self-righteousness. 

C. MATERIAL. 

In this grade the nomadic period of civilization is 
covered, Hiawatha, the Indian boy, being the type of 
the period, and Longfellow's Hiawatha the basis of the 



THE WORK OF THE GBADES, IN OUTLINE. 71 

study. The Indian boy had to depend upon the keen- 
ness of his senses for food, clothing, and shelter. He 
had only the germ-ideas of civilization. This period 
has been chosen as representing most adequately the 
mental status of the child just entering school. 



I. Character. 

The chief characteristics have been indicated under 
" Analysis of Character." It is intended that the ma- 
terial suggested under this topic, as under all others, 
should be used as needed, and to the extent that is 
profitable. The order here is logical, and not necessa- 
rily pedagogical. Very few would care to use all the 
material. The selection should grow out of the needs 
of the particular children the teacher is working with. 

Illustrations of Curiosity: — 

(a) Positive (that is, with a positive ethical bearing, commend- 
able) : — 

" What is that, Nokomis ? " 

" Learned of every bird its language," etc. 

— From Hiawatha. 

(&) Negative (that is, with a negative ethical bearing, to be 
used as a warning) : — 

Story of Goldilocks and the Three Bears. 

Instances of Daring : — 

(a) Positive : — 

Hiawatha's slaying of the deer ; the killing of Pearl Feather. 

(6) Negative : — 

The Chicken's Mistake, by Phoebe Cary. 



72 ORGANIC EDUCATION. 

Instances of Imagination : — 

(a) Positive : — 

" Learned of every bird its language " ; 

" Of all the beasts he learned the language " ; 

"Talked vfith. them whene'er he met them," etc. 

— From Hiawatha, 
The House in the Woods. 
The Story of the Dog Sultan. 
The Story of the Queen Bee. 

— From Adler's Hloral Instruction of Children. 

(b) Negative : — 

The Story of the Good Dog, from Victor Hugo's " Tales to His 
Grandchildren," by Brander Matthews, in Wide Awake, Novem- 
ber, 1886. 

For Parallel Stories may be used : — 
Selections from ^sop's Fables, such as : — 

The Stag at the Lake, 

The Cat and the Birds, 

The Gourd and the Pine, 

The Oxen and the Axle-Tree ; and some of the Uncle 
Remus Stories, by Joel Chandler Harris. 

Instances of Contriving : — 

(a) Positive : — 

Hiawatha's picture-wi'iting and canoe-building. 
The Crow and the Pitcher, from ^sop's Fables. 

(b) Negative : — 

Story of the great pliilosopher who cut two holes in the wall of 
his study, one large and one small, by which the cat and her kitten 
might come in and go out as they pleased. 

II. The Appearance of Hiawatha. 

1. The Story. 

Hiawatha was a tall boy for his age, with a straight 
and slender figure. His face was the color of a copper 



THE WORK OF THE GRADES, IN OUTLINE. 73 

cent (the head on a cent is shown), his hair black and 
straight, his eyes dark, and his cheek-bones high. 

Remington's Indian pictures, especially the illustrations of 
Hiawatha, are used freely. (Pictures of a boy should be shown, 
not of a man.) With these may be compared pictures of children 
of the present time in children's books and magazines, such as : — 

St. Nicholas, 

The Child Garden, 

Little Men and Women, etc. 

2. Comparison. 

The children of the school are compared with 
Hiawatha in the foregoing points, that they may 
understand clearly just how Hiawatha looked. 

3. Measure. 

With the aid of the teacher the children measure 
their own and each other's height, girth, length of 
limb, the distance each can see and hear, and the 
keenness of his sight and hearing. Each learns to 
count up to the number of years in his own age. They 
learn the Indian method of measuring time by moons, 
the names of the different moons, the names and the 
number of the months in the school year. They learn 
the foot as a whole, and as made up of twelve inches, 
the half-foot, the quarter, and the third. 

4. Expression. 

The figure of an Indian boy having been outlined by 
the teacher, the children cut it out, fill in the needed, 
lines, and color it with crayon or paints, or they cut 
from paper, without drawing, a representation of 
Hiawatha. They then draw some child in the room, 



74 ORGANIC EDUCATION. 

and color the picture. The children should bring in or 
have given to them pictures to illustrate the seasons, 
months, articles used in the care of the body (as 
sponge, bath-tub, combs, brushes, etc.). 

The children should keep notebooks in which cer- 
tain kinds of work may be placed as a record of pro- 
gressive development. Many times pictures cut from 
magazines and papers may be pasted in the books 
to illustrate some subject studied, sometimes mimeo- 
graphed copies of the teacher's work, sometimes the 
children's own work. 

Songs : There was a little girl. 

To be as sweet as a sweet red rose. 

— From Si. Nicholas Song Book. 

Read : " And he looked at Hiawatha, 

Looked with pride upon the beauty," etc. 

5. Sense Training. 

The senses should be tested on the child's entrance 
into school. This being particularly the period for 
sense training, in fact the period being in itc ?ulmina- 
tion and decline, much should be done to train J:? 
child in observation, both of objects as wholes and in 
what might be called the abstract qualities of objects, 
as color, form, size, position, etc. This should never 
be isolated work, but should be the outgrowth of the 
topic of study. Results should be expected in discrimi- 
nation, reproduction, and vocabulary. Much of the 
sense training can be in the form of games, also the 
exercises for the development and training of the body, 
especially the limbs. The games should include those 
for strength, self-control or precision, and grace. There 



THE WORK OF THE GRADES, IN OUTLINE. 75 

should be an effort to direct activity in all possible 
ways rather than an attempt to repress activity. Other 
games should be for the interpretation of the child's 
environment, both natural and institutional. Games for 
the expression of an ethical ideal constitute the most 
appropriate and valuable form of expression. Sug- 
gestions for games can be found in the Pedagogical 
Seminary, Vol. III., G. E. Johnson, " Education by 
Plays and Games." 

The following outline is given as a suggestion. It 
CO? oains considerably more than can be used except 
\/here the children of this age are in the kindergarten 
instead of a primary room. The work should be car- 
ried on at least up to the seventh year. It should be 
remembered that for results there should be several 
impressions and imagings of the impressions, that the 
work should be followed up day after day, that there 
should be training of all the different senses, and of 
each sense in more than one direction. Suggestions 
may be gained in the psychological works of Ziehen, 
Titchener, Scripture, Wundt, Baldwin, Halleck, and 

Ladd. 

The Eye. 

Color. Spectrum, shades, tints, hues, selected, sorted, arranged, 
matched. 

Forms, shapes, lines, distinguished. 

Materials, metals, woods, fabrics, minerals. 

Animals distinguished. Plants distinguished. Occupations in- 
terpreted. 

Aspects of the heavens : by day, by night. Landscape analyzed. 
Pictures analyzed. 

Collections of objects named (quick perception), natural, manu- 
factured, artistic. Range of vision. Distinctness and position 
of lines. 



Sounds distinguished as to pitch 



76 OBGANIC EDUCATION. 

Measures : of length, area, vohime, built, capacity, exchange 
(money), luiits. Relative proportion of solids, areas, lines. 
Distance. Direction. 

The Ear. 

Sounds distinguished as to quality : harsh, musical. 

Sounds distinguished as to intensity: loud, soft. 

Sounds distinguished as to duration. 

Sounds distinguished as to direction. 

reproduced with voice, 
reproduced with instrument. 

Sounds distinguished as to rhythm : reproduced with symbols, 
swinging the time. 

Sounds distinguished from different instruments. 

Sounds distinguished from different materials. 

Sounds distinguished from different animals. 

Sounds distinguished from different things in nature (as wind, 
water). Sounds distinguished from different voices. 

Sounds distinguished at different distances. 

Smell. 

Flowers, fruits, vegetables, leaves, woods, seeds, minerals, foods, 
fabrics ; manufactm-ed articles, as drugs, poisons, oils, perfumes. 

Taste (closely connected with smell). 

Foods, natural state : fruits, vegetables, nuts ; cooked or pre- 
pared (soda, corn starch, etc.). 

Stems, leaves, spices. Minerals : salt, borax, chalk, slate, etc. 

Touch. 

Size : measures of length, area, capacity. Form, shapes (natural, 
manufactured, type forms). Smooth and rough, hard and soft. 
Materials and fabrics. Free cutting. 

Weight. 

Measures of weight. Things light and heavy. Compare things 
of the same size but different weight, of the same weight but of 
different size. Compare solids, liquids, gases. 



THE WORK OF THE GBADES, IN OUTLINE. 77 

Temperature. 

Test by feeling (indefinite) ; by thermometer. Find boiling 
and freezing point. ^^^^^^^ 

Heat capacity of different materials : < woods, etc. 

( fabrics. 
Heat capacity of different animal coverings ; of different soils. 

The teacher should keep the records of the tests of 
the children's senses as a basis for her own study of the 
children during the term, and at the end of the term 
should give them to the teacher who teaches the next 
grade, who will compare these records with those she 
makes of the same children. She should also look for 
signs of fatigue and lack of nutrition. 

III. Hiawatha's Clothing. 

1. The Story. 

Hiawatha wore a deerskin skirt, mantle, moccasins, 
and leggins, a belt of wampum about his waist, and 
eagle or turkey feathers on his head. 

This is the ordinary clothing of the Indian. Hia- 
watha's dress, as described in the poem, included magic 
mittens and enchanted moccasins. The more elaborate, 
festal dress is described as that of Pau-Puk-Keewis, at 
Hiawatha's wedding feast. 

Stories from the poem used in connection with this 
topic are lagoo's present to Hiawatha of a bow and 
arrows, and Hiawatha's killing of the deer (to show the 
source of the principal material used for clothing). 

2. Comparison. 

Hiawatha's clothing is compared with that of the 
boys and girls in school, as to its material, the work 



78 ORGANIC EDUCATION. 

done upon it, the implements employed, its form, its 
usefulness or durability, its beauty. 

Specimen questions upon this point are the following : — 

What are our magic moccasins (steam and electric cars), and 
mittens (machinery)? 

Why did Hiawatha not wear woollen, cotton, silk, or linen, as 
you do ? 

Why did he have so many things of deerskin? 

Why did he use quiDs from the hedgehog? 

How long do you think it would take to make Hiawatha's 
clothes ? 

How long would they last? 

Would he be likely to have many suits of clothes ? 

How could he keep clean ? 

How do you keep clean ? 

Have you many suits of clothes? 

How long do they last? 

Did Nokomis sew his clothes? How? 

Who makes your clothes ? How many people ? 

Why not one ? 

How long does it take ? 

What takes the longest time? 

How much does it cost for material? Time? Work? 

Would you like to wear clothes like Hiawatha's? 

When would you prefer to wear such clothes, in winter or in 
summer ? 

How do you buy your clothing ? 

How much does it take ? 

How much does it cost ? 

Do you think Hiawatha's clothes are as pretty as yours? Why? 

How long have you worn the dress you have on ? 

Will it always be long enough ? 

At what kind of store do you get the material for your clothes ? 

3. Measure. 

The expression work is so arranged as to demand 
exact measuring and counting. The dress of the doll 



THE WORK OF THE GRADES, IN OUTLINE. 79 

is made by measurement. Beads are put into patterns 
in such a way as to require counting. The yard is 
taught by the practical use of it as a measure, then 
the half -yard, the third of a yard, the quarter-yard ; the 
foot as a whole, then its half, its third, its quarter, the 
number of inches and the square inch ; the dozen and 
the half-dozen ; the dollar, the half-dollar, the quarter- 
dollar, the dime. The children themselves bring in 
facts gained at home as to the use of these standards 
in the daily life of the family, and from these facts the 
teacher makes simple problems. 

As sources for some of the clothing and adornments, 
the deer, the hedgehog, and the wild turkey may be 
studied in their proper sequences. 

4. Expression. 

The children dress a doll for Hiawatha, and one for 
a child of the present. They string beads of the Indian 
colors, red, black, and white, and make them into pat- 
terns for trimming. They make a fan of turkey feathers. 
They tell in sequence about the processes of tanning 
skin and making beads, and that of making a dress of 
the present time. They draw pictures to illustrate the 
stories used. They make something which requires 
the use of the different standards they have studied. 

Read : " From his lodge went Hiawatha 

Dressed in deerskin shirt and leggings," etc. 

Cut out and color pictures of different garments for 
Hiawatha and children of the present time. Sort fab- 
rics, match colors. Draw or cut from magazines pic- 
tures to illustrate the garments mentioned, the process 
of making, and the implements used. 



80 ORGANIC EDUCATION. 

IV. Hiawatha's Home. 

1. The Story. 

Hiawatha's home was the wigwam of Nokomis, which 
stood by the shores of the bright lake, with the dark 
pine forest behind it. 

An idealized picture of the Indian wigwam is found 
in the story of Hiawatha's wooing, as a description of 
the home of Minnehaha. 

The wigwam of Nokomis was made of poles fastened 
together at the top and covered with deerskin. It was 
only about as large as one of the rooms in your home. 
There was only one room in the wigwam, and but one 
door. A hole in the roof served as a chimney to let 
some of the smoke out. 

Here Nokomis rocked Hiawatha in his little linden 
cradle which the old lagoo had made and carved for 
him. Here she cooked his food, here they ate their 
meals, and here they slept at night. 

As nature-study, the children learn the life-history 
of some tree which is convenient for observation, begin- 
ning at a point appropriate to the season. They study 
the forest as a protector, as a source of supply, as the 
home of animal and plant life, as a source of enjoyment ; 
the lake as a source of supply, as the home of animal 
and plant life, as a means of communication and enjoy- 
ment. The effect of a change of seasons on both forest 
and lake is brought out in story form, and the thought 
appropriate to the season impressed. 

The autumn-thought is, in general, storing, providing, 
feeding, giving; the winter-thought, rest, sleep; the 
spring-thought, awakening, preparing ; and the summer- 



THE WORK OF THE GRADES, IN OUTLINE. 81 

thought, flowering, fulness of life. The first three, 
however, cover the period of the school year; 

The firefly, Hiawatha's lamp, may be studied in its 
proper sequence. 

In connection with the work on Hiawatha's cradle, 
the teacher tells nature-stories about some " cradles that 
the wind rocks," such as nests, cocoons, buds, seeds, and 
fruits. The children study the life-history of those 
they collect. 

In connection with the nature-stndy such number questions as 
the following are asked : — 

How long does the wind rock the bird's cradle? the butterfly's? 
the milkweed's? the tree-bud's? 

How long does it take a baby bird to grow up ? 

How long does its mother take care of it ? 

How long ago were you a baby ? 

How long did you have to be taken care of ? 

How many people took care of you ? 

2. Comparison. 

The home of Hiawatha is compared with the homes 
of the children in the school, as to appearance, material, 
tools used, size, cost, and comfort with especial reference 
to the lighting and warming. 

Questions such as the following may be asked : — 

What furniture had Hiawatha ? 

What have you? 

Why did not Hiawatha have more ? 

What could you do without ? 

What more would you like to have ? 

Where did Hiawatha get his? 

Where do you get yours? 

What kind of lamp had Hiawatha? 

How was the wigwam kept warm? 



82 ORGANIC EDUCATION. 

'What makes the smoke go out at tlie top of the wigwam ? 

Where does the smoke go out of your house? What makes it 
go out there ? 

Where was Hiawatha's batli-room ? 

Instead of going out to get your food in the forest, where do 
you go to get it ? 

3. Measure. 

The children count the number of rooms, doors, win- 
dows, chimneys, pieces of furniture of certain kinds, in 
their houses and in the house of Hiawatha, measuring 
parts of their own houses or furniture in yards, feet, and 
inches, or other appropriate standards. In the con- 
struction of the wigwam and the play-house, every- 
thing is done by exact measurement. 

4. Expression. 

Both a wigwam and a modern play-house are con- 
structed b}^ the children, with their different environ- 
ments, and internal arrangements, furniture, dishes, etc. 
Pictures are drawn of both structures as a whole and of 
certain of their contents. Hiawatha's cradle is both 
made and pictured. The nature-stories about cradles 
that the wind rocks are illustrated by drawing or 
painting from the objects. 

Pictures are put into notebooks of Hiawatha's home, 
and of the modern house showing different rooms, 
articles of furniture, and utensils. Only those should 
be chosen that had their beginning with Hiawatha 
or for which the children see a correspondence (as 
Hiawatha's method of cooking and our method with 
the special room for the purpose). 

In this study of the home, it is expected that the 



THE WORK OF TEE GRADES, IN OUTLINE. 83 

children will begin to gain a love for the larger aspects 
of nature, through sympathetic study of lake and forest, 
and to formulate an ideal of the home. As aids toward 
this end may be used boat-songs, songs of the forest 
and songs of home, pictures of lake and forest, of the 
Madonna and Child, of pleasant modern interiors and 
home-circles. (It should be noted, wherever pictures of 
the Madonna or of the Christ-child are suggested, that 
they are in all cases to be used with no religious or 
sectarian significance, but as typical of the universal 
ideals of motherhood and childhood as expressed in art.) 

Read : " By the shores of Gitche Gamee," etc. 
V. Hia'watha's Food. 

1. The Story. 

Hiawatha ate deer, buffalo, and bear-meat in their 
season, fish of many kinds, squash, corn, wild rice 
and pumpkins, strawberries, blueberries, gooseberries, 
grapes, melons, and maple sugar. 

For some of these articles of food see Hiawatha's 
Wedding Feast, and the account of his fasting. 

The sequence of the growth of corn is observed and 
studied by the children. They follow the seed through 
its whole life-history. They also study its grinding and 
cooking for food. The fertilization and production of 
seeds, being in the large, can be easily studied by the 
children and forms a basis for all their future plant- 
study. The study of the corn should be followed by 
the story of Mondamin from Hiawatha. For a parallel 
study is used the sunflower, out of which the Indians 
made flour. Other articles of food used by Hiawatha 



84 ORGANIC EDUCATION. 

should be studied in the same fashion, selecting from 
the list those which are appropriate to the season. 

2. Comparison. 

The child compares our own food at the present day 
with that of the Indians, as to ways of obtaining, pre- 
serving, preparing, and serving it. 

Such questions as the following aid him in doing this : — 

What do you have to eat for breakfast ? Dinner? Supper? 

Where did these things come from ? 

What did Hiawatha have ? 

Where did they come from ? 

What do you ever buy at the grocery? 

What did Hiawatha get instead of this? 

How did he get it ? 

AVhat did you pay for what you bought? 

What did you ever buy at a baker's ? 

What did it cost? 

How does your mother cook your food ? 

What does she do first? What next, and next? 

How many things could Nokomis cook at once ? 

How many can your mother cook ? 

Tell something she cooks, all the different things she does. 

How long does it take ? 

What utensils does she use, how much do they hold? 

How does your mother tell how much to use ? 

Did the Indians need good teeth to eat their food? 

What can you do to have good teeth ? 

Did Hiawatha have a table in his dining-room? 

How many dishes did Hiawatha have? 

Did he have spoon, knife, and fork ? 

What were they made of ? 

How many do you have? 

Did you ever set the table ? 

Where does the fire come from that cooks your dinner? 

How did Nokomis light a fire to cook Hiawatha's dinner? 



THE WORK OF THE GRADES, IN OUTLINE. 85 

What kind of dishes did she use to cook with ? 
What kind does your mother use ? 
How did Nokomis cook Hiawatha's fish? 
How does your mother cook fish for you ? 

3. Measure. 

The children learn the use of quart and pint meas- 
ures, and what a set of spoons, cups, etc., is. They 
play buying and selling different articles, measuring 
correctly the amount sold, and paying for it with real 
pieces of money. 

Such questions as the following aid in establishing notions of 
number : — 

How many were there in Hiawatha's family ? 
How many in yours ? 

When you set the table, how many plates do you put on ? How 
many cups and saucers ? Knives ? Forks ? Spoons ? 
Did you ever break any dishes? 
Did it make any difference ? 
Did any one have to go without ? 
What did it cost to get new? 
Where do you get dishes? 
How do you usually get them? 
How many in a set ? 

4. Expression. 

Clay dishes are made by the children. Baskets are 
covered on the outside with clay, so that they can be 
used for heating water. The story of Mondamin and 
all the nature-sequences are told and illustrated by the 
children. Toy dishes or real ones are brought to the 
schoolroom, and the children taught how to set a table 
neatly and precisely. The children make the different 



86 ORGANIC EDUCATION. 

standards used, and draw pictures of the pieces of 
money they know. 

Read : " Make a bed for me to lie in, 

Where the rain may fall upon me," etc. 

VI. Hiawatha's School. 

1. The Story. 

Hiawatha went to school in the forest, on the lake, 
and down the river. He learned about all that he saw 
and heard ; the sky, the moon, the stars, the rainbow, 
flowers, the lapping of the waves on the beach, the 
whispering of the winds through the pine trees, the 
chattering of the birds, and tlie talking of the beasts 
together. Nokomis taught him some of these things, 
but the most he learned for himself from the birds and 
the beasts that he loved. The old lasroo tauafht Hia- 
watha how to make his bow and arrows, and the hunters 
of the tribe taught him how to use them. Hiawatha 
learned how to fish and to hunt, to run swiftly, and to 
shoot the arrow, to make for himself a canoe, a wigwam, 
and all things that he needed. 

Hiawatha's natural environment and that of the chil- 
dren are studied, so far as may be. The children learn 
the life-stories of the flowers which Hiawatha knew, 
and which are known also by them, such as the dande- 
lion and the water-lily ; of the trees, oak, pine, and 
maple ; of the owl, the brown sparrow, the woodpecker, 
and the robin. These birds that Hiawatha knew are 
successively compared with other birds that the chil- 
dren know, such as the canary, the humming-bird, and 
the duck, the teacher bringing out in every case the 



THE WORK OF THE GRADES, IN OUTLINE. 87 

relation of structure, color, environment and life-habits 
to each other. 

Stories : How the woodpecker got liis crimson tuft. 

— From Hiawatha and Pearl Feather. 
The Indian legend of Robin Redbreast. 
Robin Redbreast, Wm. Alliugham, in Oj^en Sesame, Vol. I. 
Little Bell, T. B. Westwood, in Open Sesame, Vol. I. 

The other animals Hiawatha knew are later studied 
in much the same way : the squirrel and the rabbit, the 
beaver and the bear. The two latter cannot usually be 
studied except from information supplied by others. 

Landseer's and Rosa Bonheur's animal pictures are 
used in this connection, and Titian's Madonna of the 
Rabbit will be found useful. 

In the nature-studies of animals, plants, seeds, etc., the 
teacher personifies very largely ; and the children con- 
sequently do the same in telling the stories themselves. 

The children learn the changes in the appearance of 
the moon, and how these changes are used for measur- 
ing time. They point out the Great Dipper, the Great 
Bear, and the Milky Way. 

Stories : Peep Star, Wiltse. 

The Story of the Dipper, Wiltse. 

In studying the rainbow they learn its relations to rain and 
become familiar with the spectrum. The winds are studied in a 
general way as to their direction, their force, and their effects. 

In connection with the rainbow may be used " The 
Story of the Ray Children," from the Child G-arden, 
and Wiltse's " Story of a Raindrop." Experiments are 
made to show evaporation. With the work on winds 
is read or told " A Story for Willie Winkie," by Wiltse. 

A weather report is made every day by the children, 



88 ORGANIC EDUCATION. 

showing whether the day has been marked by sunshine, 
clouds, snow or rain storms, what the temperature 
was, whether there was dew or frost, the direction of 
the prevailing winds, etc. 

For the idea of such a weather report, see Jackman's 
Nature Study. 

2. Comparison. 

Hiawatha's school is compared by the children with 
their own, as to size, structure, comfort, subjects taught, 
and hours of study, with a view to widening their con- 
ception of the school. In this comparison they come 
to realize that school means learning anywhere, and at 
any time, not simply the five hours a day spent within 
certain four walls. 

3. Measure. 

The children learn the number of days in a week. 
They estimate the cost of the things they use in school 
work, as sponge, slate, pencil. They measure by appro- 
priate standards the things they make in expression 
work. The work with the colors of the spectrum, in 
laying the colors, and in finding related colors, gives 
ideas of number-relations. Any significant number- 
facts connected with the nature-study are now brought 
out, as the number and arrangement of toes of birds, 
rabbits, and cats ; wings of birds or butterflies, petals 
of flowers of different kinds ; points of the star, the 
snowflake, etc. 

4. Expression. 

The children reproduce, by means of drawing, color- 
ing, or modelling, the natural objects they study. 



THE WORK OF THE GRADES, IN OUTLINE. 89 

The reproduction of what the children observe is 
made as exact as possible, that it may serve as a basis 
for habits of truth- telling. 

They tell the sequences growing out of their nature- 
study, and illustrate them by drawings. They tell, act 
out, and illustrate by drawings Hiawatha's contrivances, 
such as the building of the canoe. They make his bow 
and arrows, and a model of his canoe. 

In this study the idea of cooperation begins to dawn, 
being suggested by the working together of all nature 
to make each flower, tree, and animal what it is. The 
same idea is further enforced by the story of the contri- 
butions of the forest to the building of Hiawatha's canoe. 
The children learn that Nature will help them, if they 
study her carefully and lovingly. 

Read : " At the door on summer evenings," etc. 
VII. Social Life. 

1. The Story. 

Hiawatha had two friends, Chibiabos, the sweet 
singer, and Kwasind, the strong man. 

Stories are told to illustrate the strength of the one 
and the skill of the other. 

These three friends always helped each other, and 
never quarrelled. 

The ideal here is that of friendship. Loyalty and 
helpfulness in friendship are suggested. 

Hiawatha and his friends played quoits and ball 
together, ran races and shot with bow and arrows, to 
see which could shoot farthest and fastest. 

They would all be invited sometimes to a feast, such 



90 ORGANIC EDUCATION. 

as that which Nokomis gave when Hiawatha killed the 
deer. Messengers would go throughout the village with 
wands of willow to invite the guests to the feast. The 
guests would sit down and eat while the host and his 
family served them. 

The description of the feast is derived from the 
account in the poem of Hiawatha's Wedding Feast. 
If the teacher prefers to have the children know Hia- 
watha only as a child, the description of the wedding 
feast may be left general, as above, or applied to the 
feast as given by Nokomis to celebrate Hiawatha's slay- 
ing the deer. 

When all had finished eating, perhaps Chibiabos 
would sing a song for them, or Kwasind would show 
them what he could do with his great strength, or lagoo 
would tell them a story. Each did what he could to 
make it pleasant for the rest. 

2. Comparison. 

The children compare their friends with those of 
Hiawatha, the feasts they know, such as Thanksgiving 
and Christmas dinners, with his, and their games with 
those of the Indians. 

3. Measure. 

The children count their friends, the number of 
games they know how to play, the parties they have 
attended, the days in the year when they invite people 
to their houses, and have a special dinner or supper for 
them. The girls tell how they set the table when they 
have doll parties, and how many dolls they have. The 
boys tell the number of marbles or tops each owns. 



the wobk of the grades, in outline. 91 

4. Expression. 

The games of Hiawatha are played, by the children. 
They tell, act out, or represent by pictures, stories of 
Kwasind's strength, and the sequence of the feast. 
They try to sing as sweetly as Chibiabos played on the 
flute. They entertain the school by telling such stories 
as they know. 

Read : " Two good friends had Hiawatha," etc. 
VIII. Industrial Life. 

1. The Story. 

lagoo made and carved from linden wood a cradle for 
the baby Hiawatha. For the boy Hiawatha he made a 
bow and some arrows with which he could get his food. 
With these Hiawatha shot a deer, and Nokomis cooked 
its flesh for food and made a coat for Hiawatha from its 
skin. From the skins of other deer, Hiawatha made 
him a wigwam in the forest. From cedar boughs and 
birchbark, larch fibres, and pine balsam, he made a 
canoe from which to catch fish for his food ; and his 
friend Kwasind cleared the river for him, so that he 
could paddle down it in his canoe. Nokomis raised 
corn, and ground it to make flour, while Hiawatha 
made dishes of wood, horn, shell, and clay, in which 
Nokomis could cook and serve their food. All these 
things and many more must Hiawatha do, or have done 
for him, in order to live at all. 

2. Comparison. 

The children find out what they have to do and what 
has to be done for them, in order to supply them with 



92 ORGANIC EDUCATION. 

food, shelter, clothing, etc. They trace their clothing, 
for instance, back to the raw material, comparing the 
process at every stage, the number of people occupied 
with it, the length of time required, etc., with similar 
facts concerning the clothing of Hiawatha. Hiawatha's 
canoe is compared with our boats, wagons, cars. The 
clearing of the river by Kwasind is compared with the 
dredging children have seen on the river. Most of 
these points have been previously covered, and here 
are only massed, for the sake of showing that, though 
Hiawatha had to have other people do some things for 
him, we are far more dependent upon others than he 
was, because we have more comforts than he had. 

The children study the life-history of the materials 
used by Hiawatha in building his canoe, to see how 
each was adapted to the use to which he put it. 

3. Measure. 

The number of people who are needed to produce 
each of several necessary articles in the children's ex- 
perience is estimated. The measurements used in 
making each of them are taken. The cost of each is 
calculated, so far as the children can do it, from the 
raw material through its various stages of manufacture 
or handling. For the work others do for us, we have 
to render some compensation. We have to pay ten 
cents to ride on the ferry-boat or five cents on the 
street-cars. This is much better than to have to make 
our boats or cars. The children learn the value of a 
dime, from its use in buying things which cost that 
amount or less. They learn the pieces of money that 
would be used in making change for a dime. 



the work of the grades^ in outline. 93 

4. Expression. 

The industrial activities of Hiawatha are reproduced 
by the children. They plant the corn, grind it to make 
flour, make such utensils as have not been hitherto 
constructed, " act out " Hiawatha's hunting and fishing, 
and illustrate everything by drawings or pictures. 

The child learns, in the study of industrial life, still 
more of the necessity of cooperation. This idea is 
impressed in all his games. Each child has a "part" 
which he must perform or the game comes to a stand- 
still. And from the notion of responsibility there flows 
naturally a conception of life as an organized whole, in 
whose cooperative activities each child has a necessary 
part. 

Read : " Give me of your bark, O Birch Tree,"' etc. 

IX. The State. 

It will be difficult to give the children a clear idea 
of tribal organization. They may be told, if the teacher 
thinks best, that Hiawatha, because he had learned so 
well how to hunt and fish and provide for all his own 
needs, became when he grew up the chief of his 
tribe, and saw that all his people had what they needed 
to eat and wear, just as he himself had. His office may 
be compared with that of the mayor, the President, the 
superintendent of schools, or any other official known to 
the children. 

Read : " You shall hear how Hiawatha 

Prayed and fasted in the forest," etc. 

X. The Church. 

If the teacher thinks best, she may tell the children 
about Hiawatha's belief in the Great Spirit, his prayer 



94 ORGANIC EDUCATION. 

to the Great Spirit for food for his people, and its 
answer in the gift of Indian corn. 

The chief value of the work under these two head- 
ings will be found later in comparison with similar 
institutions in other periods. 

Read : " O, my children ! my poor children ! 
Listen to the words of warning," etc. 

Reference Books : — 

Goodrich, Manners and Customs of the Indians. 

Powell, Annual Report of Ethnology. 

Brooks, Story of American Indians. 

Schoolcraft, Myth of Hiawatha. 

Schoolcraft, North American Indians. 

Emerson, Indian Myths. 

Old South Leaflets, Manners and Customs of the Indians. 

J. Fiske, Discovery of America. 

Mason, Woman's Share in Primitive Culture. 

Pictures Suggested : — 

Rosa Bonheur, The Monarchs of the Forest. 

Raphael, Madonna del Cardellino (of the Goldfinch). UflBzi 
Gallery, Florence. 

Raphael, Madonna of the Fish. Madrid. 

Raphael, Madonna of the Pink. Lucca. 

Raphael, Sistine Madonna (Mother and Child). Dresden. 

Raphael, Madonna del Baldacchino (of the Canopy) (Mother 
and Child). Pitti Gallery, Florence. 

Raphael, Madonna of the Legend. Madrid. 

Raphael, Madonna of the Pearl. Madrid. 

Raphael, Madonna di Casa Tempi. Old Pinakothek, Munich. 

Leonardo da Vinci, Virgin, Infant Jesus, and St. Anne. Louvre, 
Paris. 

Carlo Dolci, Madonna and Child. Pitti Gallery, Florence. 

Carlo Dolci, Madonna and Child. Corsini Gallery, Rome. 

Murillo, Virgin of Seville. Museum, Seville. 



THE WORK OF THE GRADES, IN OUTLINE. 95 

Murillo, Holy Family of the Blvd. Madrid. 

Correggio, Madonna della Scodella. Palazza della Pilotta, 
Palma. 

Correggio, Holy Night. Dresden Gallery. 

Carlo Maratta, Madonna and Child. Corsini Gallery, Rome. 

Van Dyck, Head of James, Duke of York. Windsor Palace. 
(Detail of the painting entitled Children of Charles I.) 

Van Dyck, Madonna, Child, and Saints. Dresden. 

Fra Filippo Lippi, Madonna and Child. UfBzi Gallery, Florence. 

Sassoferrato, Madonna and Child. 

Andrea del Sarto, Holy Family. Pitti Gallery, Florence. 

Titian, Madonna and Child adored by Angels. National Gal- 
lery, London. 

Piglheim, The Star of Bethlehem, 

Goodall, The Holy Mother. 

II Rosso Fiorentino, Angel playing on his Lute. 

Greuze, The Little Pets. Louvre, Paris. 

Bouguereau, Madonna, Child, and St. John. 

Dieffenbach, In the Fields. 

Dieffenbach, Little Ducks. 

Peel, An Unexpected Meeting. 

Landseer, Animal pictures 

Walter Crane, Flora's Feast. 

Su' John Millais, Soap Bubbles. 

Gainsborough, Landscape. 

Elsley, I'se Biggest. 

Lawrence, Master Lock and Master Lampton. 

Mrs. Alma Tadema, Hush-a-bye. 

Reliefs Suggested: — 

Delia Robbia, Bambini. Duomo, Florence. 
Delia Robbia, Madonna and Child (4). Florence. 
Della Robbia, Cupid (Head). Florence. 

Donatello, St. John in Boyhood. National Museum, London. 
Donatello, Madonnas (5). Padua. 
Fiammingo, Cupid Heads (3). St. Peter's, Rome. 
Thorwaldsen, Night and Morning. Thorwaldsen Museum, 
Copenhagen. 



96 ORGANIC EDUCATION. 

KABLU, THE ARYAN BOY. 

Grade A 1. 

Age of children, six years. 

A. ANALYSIS OF CHARACTER. 

For the child of this grade, the Hiawatha period of 
intense curiosity, imaginativeness, and contrivance has 
merged into the period represented by Kablu, a stage of 
curiosity somewhat less acute, of imagination somewhat 
less dominant, and of contrivance more complex and 
finished. In this stage the idea of possession is strong. 
The child is acquisitive, tenacious of his own rights, and 
not always regardful of the rights of others. But he 
soon learns that in order to retain his own possessions, 
he must respect the property-rights of others, and 
must even, when necessity arises, make common cause 
with them against a common foe. In this way he gets 
his first practical lesson in cooperation ; and in much the 
same fashion he learns the necessity of obedience. This 
is the period in which the child, beginning to know 
more of danger, feels more keenly the need of protec- 
tion. And thus family life, the shelter and protection 
of the home, mean more to him than they have done 
before or than they will for some time again. From 
this may be developed the idea of cooperation in the 
home, the duties of each member of the family, and of 
the child as a member of the family who is sheltered, 
nourished, and protected by it. 

B. ETHICAL AIMS. 

The thought for this period is cooperation, with its 
corollaries of respect for the possessions of others, 



THE WOBK OF THE GRADES, IN OUTLINE. 97 

obedience, mutual helpfulness, and affection in the 
family. The school is regarded by the children as a 
larger family circle, or cooperative community, and all 
corrections and admonitions are made by the teacher 
upon the ground of community-interest. 

C. MATERIAL. 

Kablu, the little Aryan boy, represents the agricul- 
tural period in civilization. As Hiawatha learned little 
by little to satisfy his needs for food, clothing, and 
shelter, new needs arose, which could be met only by a 
more settled mode of life. The first indication of these 
new needs is Hiawatha's fasting and prayer that his 
people might have more stable subsistence than that 
gained by hunting and fishing. His prayer was answered 
by the gift of Indian corn, which heralded the passing 
of the nomadic stage of civilization. At this point we 
begin the story of Kablu, and trace the growth of this 
embryo instinct for permanency and possession through 
the agricultural period. 

Charactei- stories should be told or read to the children as 
illustrative of family affection. As suggesting the advantages of 
cooperation, the teacher may tell some of ^sop's Fables, such as — 

The Blind Man and the Lame Man, 

The Two Travellers, 

The Two Goats, 

The Old Man and His Sons, 

The Bear and the Two Travellers, 

The Ant and the Dove, 

The Lion and the Mouse, etc. 

As enforcing the duty of obedience in general may be used I 
Love You, Mother, and Obedience, by Phoebe Gary. The negative 
side of this enforcement may be emphasized by the story of Little 



98 ORGANIC EDUCATION. 

Red Riding Hood, and of Adam and Eve as told by Adler in 
Moral Instruction of Children; the positive side, by the story of 
Tell's shooting the apple. For honesty, the story of Lincoln. 

The stories originating in this period should be used whenever 
possible — those, for instance, of — 

Cinderella, 

Red Riding Hood, 

Sleeping Beauty, 

Jack and the Bean Stalk, 

Jack the Giant-Killer, 

The Seven-League Boots, 

Toads and Diamonds, etc. 

These are connected with the work of the grade, so 
as to bring out their significance, as in the story of 
Sleeping Beauty, cited under Kablu's House. The story 
of the Seven-League Boots may be used in connection 
with industrial life, as foreshadowing the railroads and 
fast ocean steamers of the present. 

Songs : Three Robin Redbreasts, and Suppose. 

The children read Obedience, by Phoebe Gary. 

I. Kablu's Appearance. 

1. The Story. 

Kablu was a fair child, with light hair and blue eyes. 
He was tall and stout for his age. 

2. Comparison. 

Compare Kablu with the children in the room, and 
with Hiawatha, as to size, color of eyes and hair, pay- 
ing some attention to the distinction of shades. 

In this grade color is constantly noticed and discriminated. 
Whether special mention of the fact is made or not, the teacher is 
supposed to call the children's attention to it in connection with 
every object studied. The children learn to select, match, sort, 
relate, and lay the spectrum colors to learn shades and tints. 



the work of the grades^ in outline. 99 

3. Measure. 

Each child measures some other child's height, girth, 
and length of limb. The teacher measures sight and 
hearing. The children compare their ages and tell 
how many months there are in a year. They learn the 
names of the months in the different seasons, weeks 
and days in the month, and hours in a day. 

4. Expression. 

The children draw and color pictures of one child 
who looks most like Kablu and who poses for the rest. 
They sort colored papers, pieces of cloth or yarn, and 
weave paper mats, to show their discrimination of 
shades and tints. 

Read: Where did you come from, Baby Dear? G. Macdonald. 
Take Care. 

II. Kablu' s Clothing. 

1. The Story. 

Kablu wore a tunic of sheep- or goat-skin in winter, 
of wool in summer, a cap and shoes made of sheep- 
skin. 

The sheep is studied as the source of wool, and the 
dog as the protector of the sheep. The children learn 
the story-sequences of the spider (a weaver) and of the 
caterpillar (a spinner). 

For stories may be used : — 

Mary had a Little Lamb. 

The Little Boy in our House, Wiltse. 

The Boy and the Wolf, iEsop's Fables. 

The Story of David tending his Sheep, Bible. 



100 ORGANIC EDUCATION. 

The Good Dog, from Victor Hugo's Tales to his Grandchildren, 
told by Brander Matthews, Wide Awake, November, 1896. 
Cinderella. 

Songs : Little Bo-Peep, and Sleep, Baby, Sleep are appropriate. 

Growing out of the study of clothing the children 
learn the principle of the processes of spinning and 
weaving. The children are shown pictures of the old 
Aryan spindle and loom. The children collect pieces 
of different kinds of material used for clothing, buttons, 
material or pictures that will show process of preparing 
material or making of clothing. 

Kablu's clothing is compared, first with Hiawatha's, 
and then with that of the present child, as to material, 
color, shape, machinery for making, cost, difficulty of 
obtaining, and adaptation to the different seasons. 

3. Measure. 

The children learn how much material of all kinds 
it takes to make their dresses, coats, etc., how much 
each garment costs, and how much time it takes to 
make it. They add the time it takes to make their 
garments to the time it takes to make the clothing of 
the other members of the family, and find how much 
time the mother spends in sewing for them. The cloth- 
ing of the dolls is made strictly by measurement and 
from patterns which they learn to cut. The children 
continue the work on the yard and its fractional parts, 
feet and inches, the dozen, the dollar and half-dollar as 
wholes, and the small pieces of money as wholes and 
with reference to their equivalents in smaller pieces of 
money. 



THE WORK OF THE GRADES, 11^ OUTLINE. 101 

4. Expression. 

The children dress an Aryan doll, with tunic made 
of black or white woollen cloth, and shoes made of eider- 
down flannel to represent sheepskin as nearly as may 
be. They also dress a modern doll. They make models 
of the old implements for weaving and spinning, and 
use them to make cloth. They tell or write the spin- 
ning and weaving sequences, illlustrating them by 
drawings. They weave mats, learn to darn, and weave 
enough cloth on a weaving-machine to make a tunic for 
a doll. They draw pictures of sheep and illustrate 
stories about sheep. They make a balance ; also they 
make the standards used in measuring extension. 

Stories : The Wounded Daisy, in Open Sesame, Vol. I. 

The Prettiest Doll in the World, by Charles Kingsley, 
in Open Sesame, Vol. I. 

Read : The Little Boy in our House, Wiltse. 
Mary had a Little Lamb. 
Sleep, Baby, Sleep- (Two stanzas.) 

Murillo's Gentle Shepherd and Rosa Bonheur's sheep pictures 
should be hung in the schoolroom, and used to illustrate the study 
of the sheep. Other sheep pictures by good artists, and pictures 
of dogs by Landseer and other painters, should be shown. 

III. Kablu's House. 

1. The Story. 

Kablu lived in a house built of logs laid one upon 
another, the chinks between them filled with moss and 
clay. It leaned against a great rock, which formed the 
wall of the house at the back. In front, looking to the 
east, was the single door. Kablu's house consisted of 



102 ORGANIC EDUCATION. 

but one room. Mats braided of rushes or of bark hung 
before the door to keep out the wind and rain. The 
family slept on the floor on beds of sheep- or goat-skin. 
Here were their clay-baked utensils for cooking, and 
the dishes from which they ate, also made of clay. 
About the house on every hand stood high mountains, 
on the slopes of which grew the wheat, barley, and 
beans that Kablu and his father planted, and the moun- 
tain grass, upon which the goats, sheep, and cattle 
grazed. Noisy little streams rushed down the moun- 
tains, clattering over the sharp edges of the rocks, and 
dropping here and there into cool still pools where the 
sheep and cattle might drink. Kablu got up every 
morning before the sun had risen, and helped his father 
gather the materials for the fire to the sun-god. 

When their morning worship was over, he went out 
with the sheep upon the mountain side, kept the flock 
together, and drove them where there was the best 
pasturage. At night he brought them safely home 
into the fold, helped his father to hang the mats 
before the door of the house, and lay down to sleep. 
Sometimes he left the sheep for a little while, when 
they were quite safe, and helped his father plough the 
fields, sow or reap the grain, or make some needed 
utensil for the house. And meanwhile Nema was help- 
ing her mother weave or spin the wool for their cloth- 
ing, milking the goats and cows, cooking the food, or 
keeping the house tidy. 

Kablu's family all loved one another very much, and 
for this reason each was glad to help the others in 
every way he could. Each tried his best to make the 
home a pleasant place for all of them to live in. 



THE WORK OF THE GRADES, IN OUTLINE. 103 

Read : O tell me, Pretty Brooklet, from Brooks and Brook-Basins, 
Frye, p. 1. 
Wynken, Blynken, and Nod, Eugene Field. 
Song : Home, Sweet Home. 

The children study the physical environment of 
Kablu's home, and of their own, especially mountains, 
streams, the sun, the wind, and the rain. 

It may be hard, if there are no mountains in the vicinity, to give 
the children the idea of a mountain, but electric light towers, high 
buildings, etc., should be used for comparison, supplemented by 
pictures to show the proper proportion. Such questions as the 
following may aid in conveying an idea of the environment of 
Kablu's home : 

How much higher was the mountain than Kablu's house ? Than 
some high building you have seen? How long would it take to 
reach the top? Do you think he would try to run to the top? 

Where did the stream come from ? 

Did it run faster or slower than the river at home ? 

Did the banks look like those of the same river ? 

Could you sail as many boats on it ? 

How many boats do you think Kablu saw? 

Was Kablu glad or sorry to have the stream near ? 

Why? Was he glad on the night of the storm ? 

Why was the stream larger then ? 

Where did all the water come from ? 

Did Kablu watch the sun and moon very much? 

Why ? Where did the sun go at night ? 

Why did Kablu watch the moon ? 

In connection with the study of rain, the children should read : 
Rain, by Stevenson, Child's Garden of Verses, and Little White 
Lily, by George Macdonald. 

As a basis for the study of winds, the children's 
attention should be called to the fact that neither 
Hiawatha nor Kablu had a chimney in his house, thence 
to the reason why we have chimneys in our houses, and 



104 ORGANIC EDUCATION. 

the principle involved ; this subject leading in higher 
grades into a discussion of the unequal heating of the 
earth as tlie cause of winds. 

In this connection the children should read The Wind, by 
Stevenson, in Child's Garden of Verges. 

In connection with the study of wind and rain, grow- 
ing out of the story of the destruction of Kablu's home 
(told in Ten Boys)., the children should be taught, if 
possible, not to fear storms, but to enjoy their grandeur 
and to recognize the fact that because of them we have 
the stable and comfortable homes of to day. 

For the sun, read : Summer Sun, and Night and Day, Stevenson's 
C'/t lid's Garden of Verses. 

Kablu's food is studied. The life-stories of wheat 
and beans are used as the basis of the work on these 
subjects. The story of Sleeping Beauty is made an 
introduction to the wheat sequence, and the wheat seed 
compared to the Sleeping Princess. Other sleeping 
beauties are studied — cocoons, chrysalides, eggs, buds, 
minerals. 

The wheat story is continued through the story of 
bread-making. This is followed by the study of the 
cow, and the sequences of butter and cheese making. 
The general subject of heat is considered from a prac- 
tical standpoint — how it is secured and used, what it 
does. Clay pottery is studied in sequence. 

Stories : How the Indians learned to make clay dishes. 
Wiltse, Grandmother Kaolin's Story. 

Direction is taught. Copper, clay, and wood are 
studied, each in its proper sequence. Salt introduces 



THE WORK OF THE GRADES, IN OUTLINE. 105 

the subject of crystallization. The homes of the birds 
and other animals previously studied are considered 
with reference to their adaptation to purposes of shelter 
and protection. 

Read : A Chill, by Christina Rossetti, in Opeti Sesame, Vol. I. 

Seed homes are also studied, and the care of the 
mother-plant observed in their shape, coloring, and pro- 
visions for the nourishment of the seeds. 

All the nature-study for this grade lays especial 
stress upon the seasons as related to vegetable and ani- 
mal life, clothing, industry, games, etc. The children 
learn the names and general characteristics of the vari- 
ous seasons, read poems appropriate to each, and bring 
into school all signs of an approaching or traces of a 
departing season. 

Stories : The Swallow is a Mason, Second Reader of Normal 
Course in Reading. 

L. M. Child, Who Stole the Bird's Nest? 

Jack and the Beanstalk (for the rainbow after the 
storm). 

The Wind and the Sun, iEsop's Fables. 

Alice Gary, Mother Faerie. 

Jack the Giant-Killer. 
Songs : Sweet and Low. 

The North Wind Doth Blow. 

Home, Sweet Home. 
Read : Fawcett, Two Kinds of Love. 

The Child's World, Lilliput Lectwes. 

Alice Cary, Suppose. 

Whittier, Barefoot Boy. (Second stanza.) 

Industries studied are farming, building, sheep and 
cattle raising, making pottery, weaving mats ; making 
bread, butter, cheese, salt, clothing. 



106 ORGANIC EDUCATION. 

Inventions studied are the plough, copper and bronze 
knives, the churn, rubbing sticks to make fire, clay 
tiles, mill, jars. 

Songs : There's a Queer Little House, The Child's Song Book. 
M. Collins, Do You Know How Many Stars? 

2. Comparison. 

Kablu's home is compared with the home of Agoo- 
nack and Hiawatha, and with the homes of the children 
in the room, as to structure, size, form, utility, comfort, 
difficulty in making, number of persons needed in build- 
ing it, relation to the environment and climate, number 
of stories, rooms, doors and windows, pieces of furni- 
ture, dishes, etc. Kablu's food is compared with Hia- 
watha's and with that of the children of the present 
day, as to how it is obtained, prepared, methods of 
exchange, standards of measurement and cost. The 
physical environment of Kablu's home is compared with 
that of the children's homes. The children determine 
the type forms for the different houses. They learn to 
draw the types and pictures of their own houses in 
some detail. They make the houses of clay, blocks, or 
other materials. The children trace and copy pic- 
tures, made by the teacher, of the two homes and their 
environment. 

Suggested Questions ; — 

What did Kablu do to make his home comfortable and cheerful? 

Do you have something to do for your home every day ? What 
is it ? 

Do you do it well ? 

Are you always obedient ? When it is hard as well as when it is 
easy ? When nobody sees you ? 



THE WORK OF THE GBABES, IN OUTLINE. 107 

Are you really obedient if you obey only when some one sees you V 

Why should you be obedient ? 

Whom should you obey ? 

How well do you love those at home V What shows how well 
you love them? 

Where do you get your food? 

Where does the storekeeper get it? 

At what kinds of stores do you get your food ? 

Why did not Kablu get his food at stores ? 

How do you buy bread? (By the loaf.) Butter? Cheese? 
(Scales to show weights.) Flour ? Beans ? Milk ? 

3. Measure. 

The length and width of the house in which each 
child lives is measured carefully by hira, its rooms, doors, 
windows, etc. He counts the number of stories, rooms, 
doors, windows, and pieces of furniture in the house. 

The children study the pound, the half-pound, the 
quarter-j)ound, the ounce, the gallon, the half-gallon, 
the quart, the pint, and the square foot. They tell 
what they buy, or what they have seen bought, how 
it is measured, how much it cost, and from these facts 
the teacher makes simple problems. The play-houses 
are made to measurement. The area of floors, walls, 
roofs, and of the tiles and shingles, is calculated. 

4. Expression. 

The children make a model of Kablu's house, side by 
side with a model of a house of the present day, each 
with its environment and appropriate furnishings. Clay 
figures or paper dolls of the members of the family, 
their pets, and domestic animals, may be added. They 
tell or write and illustrate all the sequences mentioned 
in the science-study. They make a churn, plough, tiles, 



108 ORGANIC EDUCATION. 

and jars. They try to kindle a fire as he did. They 
mark the sunlight on the floor of the schoolroom at 
morning, noon, and late afternoon, and learn to tell time 
approximately by it. They make collections of seed 
homes, shell homes, pictures of furniture, of homes of 
all kinds, of animals and of plants studied. They play 
fencing in the fields, and making shelter for the cows 
and sheep. They picture, act out, and tell the sequences 
of the different industries and stories. 

IV. Kablu's School. 

1. The Story. 

Kablu's school was his home. Here he learned how to 
plough and sow and reap the grain, how to care for the 
flocks and herds, to protect them from the wild beasts, 
to build or repair the house he lived in, to help in build- 
ing a rude cart or wagon, used for carrying heavy loads, 
and to be drawn by oxen. In this wagon his father rode 
when he had to go a long distance. Kablu learned how 
to kindle a fire by rubbing two dry sticks together, and 
how to shape and bake the clay to make pottery. His 
father taught him how to count up to one hundred, so 
that he could always tell how many sheep were in the 
flock, and know whether any had strayed away. He 
could count in moons how old he was, and how old his 
little sister Nema was. He could tell what time it was 
by the height of the sun in the sky. 

Read : The Moon, in Open Sesame, Vol. I. 
Jean Ingelow, Seven Times One. 
Lord Houghton, Lady Moon, in Open Sesame, Vol. L 
J. W. Riley, The Man in the Moon, Rhymes of Child- 
hood. 



THE WORK OF THE GHADES, IN OUTLINE. 109 

2. COMPAKISOIsr. 

The children compare their school with Kablu's, as 
to subjects taught, their usefulness, size of school, the 
number of hours spent in it each day, etc. 

3. Measure. 

The children count the number of things Kablu 
learned to do in his school, the number of hours he 
spent there every day ; the number of things they have 
learned to do in school, the number of hours they spend 
in school every day, every week. 

Read : Little Moments, in Open Sesame, Vol. I. 
V. Industrial Life. 

1. The Story. 

What Kablu and his father and mother had to do in 
order to live has been sufficiently treated before under 
the Home. But in addition to the farming, sheep and 
cattle raising, felling of trees, house-building, making 
pottery and tiles, spinning, weaving, sewing, grinding, 
baking, dairy-work, and mat weaving, should be studied 
cart building and the making of copper knives. The 
carts were built by cutting a cross section from the 
trunk of the tree as long as the cart was to be wide, 
hollowing out the middle of it to serve as the axle, and 
leaving the two ends for the wheels. Upon this spool- 
like contrivance, over the axle, was poised the body of 
the wagon, made of wickerwork, in which sat the occu- 
pant. To a long pole extended from this body were 
hitched the oxen that drew the cart. 



110 organic education. 

2. Comparison. 

The industrial life of the Aryans is compared with 
that of the present day, with a view to bringing out 
clearly the meaning of farming as an industry. To this 
end all the observations and experiences of such children 
as have ever lived or visited on a farm should be utilized. 

As specimen questions, the following are suggested : — 
Why don't you help your father farm? 
Why doesn't he farm ? 

Where would he have to go if that were his business ? 
Have you ever been in the country? 
What did you see the farmers do ? 
How many things do you know that they do? 
When do they plough the ground for wheat? 
What else do they do to the ground ? 
What do they plant ? How ? 
What tools or machinery are used ? 
How long does it take for these plants to grow ? 
What must be done for them while they are growing? 
When are they ready to be gathered ? 
How is it done ? 
How are they stored ? 
How long will they last? 
How are they sold ? 
What price is paid ? 

Where does the seed for next year come from ? 
How much time does all the work take ? 
Is the work easy or hard ? 

What must be done for the animals on the farm — horses, cows, 
sheep, pigs, chickens? 

Do they make their own houses, as do the birds and squirrels ? 

What are they good for? 

Is it worth while for the farmer to take good care of them ? 

Why should he treat them kindly ? 

In what does the farmer ride ? 

In what did Kablu ride ? 



THE WORK OF THE GRADES, IN OUTLINE. Ill 

Which is the better ? Why ? 

Why should a wagon be so large ? 

How large is it? 

What does the farmer's wife do ? His sons? His daughters? 

Why doesn't the wife spin and weave ? 

How does she make butter and cheese ? 

Does she grind her own flour ? Who does ? 

Did you ever watch your mamma bake? What? 

What did she do? 

Who makes our dishes and knives and forks? 

Why don't we? 

What work do you do ? 

What plants and animals liave you? 

Story : The Ant and the Cricket, in Open Sesame, Vol. I. 

3. Measure. 

The children determine the standards of measure- 
ment and value used in buying and selling the various 
products of the farm. 

The following are specimen questions under this head : — 

How do we buy eggs ? 

How much do we pay for them ? 

Is the price different in summer from that in winter ? Why ? 

How do we buy butter ? 

What is the cost? The difference in summer and winter? 

How is wheat sold ? 

How do we buy flour ? 

What is its cost ? 

What is the cost of chickens ? 

Is it cheaper to raise them or to buy them ? 

What is the cost of milk? Of beef? Of pork ? Of vegetables? 

How do we buy them (by what measure) ? 

4. Nature-Study. 

Such products of the farm as have not before been 
studied by the children are selected by the teacher for 



112 ORGANIC EDUCATION. 

study. The process of germination and ripening is 
especially emphasized at this period, the relation of 
plants to the soil, to light, warmth, moisture, etc. Some 
of the commoner vegetables and fruits may be studied 
in the large. Such should be selected as are appropri- 
ate to the season and available to the children. 

5. Expression. 

Nature-stories are written by the children, illustrated 
by drawings, and, when appropriate, acted out. Models 
of the primitive cart and plough are made. Some of the 
machinery used on a modern farm may be constructed 
by the children, if not too complicated. A rude wind- 
mill, for instance, may easily be made. 

Song : Miller, The Farmer. 

Read : Longfellow, The Windmill. (Selections.) 

Krout, Little Brown Hands, in Open Sesame, Vol. I. 

VI. The State. 

The Story. 

At this period the state and the family were one. 
The nomadic tribe had divided into more or less iso- 
lated and independent families, in each of which the 
father was the head. The modern child at this stage 
of development has little idea of any authority outside 
of the home. The conception of state organization 
need not therefore be introduced until later, when it 
may advantageously be compared with the political 
structure of succeeding periods. 

VII. Kablu's Church. 

1. The Story. 

In front of the house stands a broad flat stone upon 
which exactly at sunrise every morning Kablu's father 



THE WOEK OF THE GRADES, IN OUTLINE. 113 

kindles, by rubbing two dry sticks together, a fire in 
honor of the sun, the great god of light and fire. The 
whole family stands about the stone, and, as the flame 
rises, Kablu's mother and his sister Nema pour upon 
it the juice of the soma plant, and some of the butter 
they have made, so that the fire blazes up brighter and 
hotter, while the father prays to the great sun-god that 
he may shine upon them all day and make them glad. 

2. Comparison. 

This church of Kablu's is compared with the churches 
the children know, to bring out the meaning of the 
church service in its broader outlines. The children, 
in all these comparisons between the primitive religions 
and our own, are led, so far as may be, to recognize 
identity of meaning under differences of form. The 
forms peculiar to each religion are connected closely 
with the industrial life of the people ; as, in the case of 
the early Aryans, the sun naturally became their god 
from its beneficent influences upon vegetation. 

Such questions as the following may be used : — 

Did Kablu go to church ? Why not ? 

What was his church ? 

Do we worship the sun ? 

Who made the sun ? 

Whom do we worship ? When ? 

Just on Sunday? How? 

Why did Kablu think so much of the sun ? 

What did it do for him ? 

Reference Books : — 

Taylor, Origin of the Aryans. 
Fiske, Discovery of America. 
Bunce, Fairy Tales, their Origin and Meaning. 



114 OBGANIC EDUCATION. 

Poor, Sanskrit and Kindred Literature. 

Cox, Mythology of the Aryan Nations. 

Lang, Custom and Myth. 

Fiske, Myths and Myth Makers. 

Mason, The Origin of Inventions. 

Mason, Woman's Share in Primitive Culture. 

Chase and Clou, Stories of Industry. 

Jevons, Antiquities of the Prehistoric Aryans. 

Hartland, Science of Fairy Tales. 

Clodd, Childhood and Religion. 

Jane Andrews, Ten Boys. 

Mrs. Jameson, Sacred and Legendary Art. 

Woltman and Woermann, History of Painting. 

Kugler, Handbook of Painting. 

Schrader, Antiquities of the Prehistoric Aryans. 

Morris, The Aryan Race — Origin and Achievement. 

Gummere, Germanic Origins. 

Baring-Gould, Curious Myths of the Middle Ages. 

Field, Field Flowers. 

Gibson, Sharp Eyes. 

Hui'll, Child-Life in Art. 

Poulsson, In the Child's World. 

Fraser, The Golden Bough. 
Pictures : — 

Troyon, Return to the Farm. 

Wilkie, Sheep Washing. 

Landseer, King Charles Spaniels, The Horse-shoer, Higliland 
Music. 

Ferrier, Little Red Riding Hood. 

Watts, Little Red Riding Hood. 

Defregger, Grandfather's .lackknife. 

Madame Lebrun, Mother and Daughter. Louvre, Paris. 
MUller, 



Raphael, 
Murillo, 
Da Vinci, 
Feuerstein, 
Maratta, 



Holy Family. 



THE WORK OF THE GRADES, IN OUTLINE. 115 

Steffeck, Queen Louise of Prussia and her Sons- 
Sir David Wilkie, The Sheep Washing. 

Munier, Animals at the Farm. 

Reynolds, Penelope Boothby and Simplicity. National Gallery, 
London. 

Lawrence, Nature. 

Bouguereau, Head of Gypsy Child. 

Meyer Von Bremen, The Little Rabbit Seller, Household Cares, 
Going to School, The Pet Bird, The Wounded Lamb. 

Murillo, Beggar Boys. Old Pinakothek, Munich. 

Brown, Castles in Spaiif! 

Bashkirtseff, The Meeting. 

Millais, Pomona. 

Vivarini, Angel from painting in Church of Redentore. Venice. 

Miiller, Joseph and Boy Jesus. 

Guido Reni, Joseph and Boy Jesus, from the Holy Family, 
Rome. 

Murillo, Gentle Shepherd. Queen's Gallery, Madrid. 

Rosa Bonheur, Sheep, Cows, Horse Fair. 

Millet, Angelus, Sower, Gleaners. 

Breton, Gleaners. 

Bouguereau, The Elder Sister. 

Reynolds, Age of Innocence. National Gallery, London. 

Knaus, Our Pets. 

Renouf, A Helping Hand. 

NichoUs, Paul and Florence Dombey. 

Raphael, Singing Angels (from Madonna del Baldacchino). 

Lawrence, Mrs. Martindale. 

F. Goodall, Spinners and Weavers in Egypt. 

W. Frank Calderon, Orphans. 

P. H. Fisher, The Dog with his Master's Dinner. 

Greuze, Girl and Spaniel. 

Breton, The Lark. 

Ferrier, Zuleika's Pets. 

Enslie, Jonquils. 

Landelle, The Vision of the Virgin. 

Parker, The Good Shepherd. 

Reynolds, Miss Frances Harris. 



116 ORGANIC EDUCATION. 

Reynolds, The Strawberry Girl. 
Reynolds, The Guardian Angel. 
Millais, Lilacs. 
Sperling, At the Fireside. 
Goodall, The Virgin and Child. 
Laugee, In Autumn. 

Bouguereau, The Virgin, Jesus, and St. John. 
Bouguereau, Alma Parens. 
Orezy, Devouring the News. 
Constable, Landscapes. 

Raphael, Madonna and Child. (All,*t)ut particularly Madonna 
of the Chair. Pitti Palace, Florence.) 

Murillo, Children of the Shell, and St. Anthony and Child. 

Defregger, A Child in the Midst. 

Carlo Dolci, Madonna and Child. Corsini Gallery, Rome. 

Andrea del Sarto, Madonnas. Ufizzi Gallery, Florence. 

Botticelli, Madonnas. Borghese Gallery, Rome. 

Knaus, Madonna. 

Miiller, Madonnas. 

Guido Reni, Joseph and the Boy Jesus. Louvre, Paris. 

Correggio, Madonna della Scala. Parma. 

Correggio, Boy Blowing Shell. Parma. 

Millet, Woman Churning. 

Millet, Sheep Shearing. 

Maas, The Spinner. 

Van Dyke, Children of Charles L 

Reliefs Suggested: — 

Donatello, St. John (high relief, Bargello, Florence). 

Della Robbia, Madonna of the Lily. Convent San Marco, 
Florence. 

Benedetto de Mariano, Madonna and Child. 

Thorwaldsen, Summer and Autumn. 

The teacher should consult the lists of books, pictures, statues, 
etc., given under the preceding periods. Many of them will be 
found suggestive of material for this period also. 



THE WORK OF THE GRADES, IN OUTLINE. 117 

DARIUS, THE PERSIAN BOY, 

Grade A 1. 

Ages of children, six to seven years. 

A. ANALYSIS OF CHARACTER. 

The military spirit begins to dawn here (in girls as 
well as in boys). The instincts of individualism, of 
self-assertion, quicken in the cliild. He is at least par- 
tially emancipated from the tutelage of his mother, and 
his father's influence over him strengthens. He likes 
noise, bright colors, and striking costumes. His desire 
for notice and affection is so strong that it can be used 
to overcome the negative side of this instinct. He 
wants to be noticed, to conquer, to control. 

B. ETHICAL AIMS. 

These instincts should be utilized by the teacher, 
turned into healthful channels, that the character may 
be enriched by them. Individual self-assertion must 
be tempered and directed through obedience, in which 
alone cooperation becomes possible. Courage should 
be turned upon the daily tasks and difficulties of the 
child. Truthfulness should be accounted the sign and 
seal of his soldierhood. Martial music and military 
exercises are freely used in this grade, and in all ways 
the soldierly ideal is made as inspiring as possible. 

C. MATERIAL. 

In this grade the work is based on the Persian civili- 
zation. The Persian has gained over the earlier Aryan, 



118 ORGANIC EDUCATION. 

in that he knows his physical environment better, and 
can use it to his purposes. Being released from the 
constant struggle for a bare subsistence, his energies 
turn themselves to military conquest, and to the per- 
fecting of industrial arts. Gradually, through the pro- 
gressive extension of the principles of cooperation and 
division of labor, the early Aryan family has grown into 
the city. And it is city life we are now to study — not, 
as before, the lives of a nomadic tribe and somewhat 
isolated agricultural family. 

Darius, our type-character, belongs to the warrior 
class. That is, his father is a soldier, and he hopes to 
be one himself some day. And, therefore, he is, first 
of all, obedient to the word of command from father, 
mother, teacher, or whomsoever may be in authority 
over him. As obedience is the first requisite of a sol- 
dier, so is courage the second; and Darius is brave. 
He does not imagine difficulties or dangers, but goes 
straight ahead with what he intends to do, sure that he 
will be able to overcome whatever obstacles lie in his 
path. And, finally, he is truthful in word and deed, 
for this also is the quality of a soldier. He is not afraid 
to speak the exact truth, even when he has done wrong 
and might feel like shielding himself behind a lie. He 
is too good a soldier for that. He stands out bravely and 
confesses the truth, whatever may be the consequences. 

The art of Persia embodies the instincts of this stage 
in civilization. It has a utilitarian basis, but transcends 
it. It stands in the closest possible relations to environ- 
ment, reaching out and utilizing for its purposes the 
flowers, animals, etc., of the country. Persian archi- 
tecture of this period is daring, large, and sensuous, 



THE WORK OF THE GRADES, IN OUTLINE. 119 

typical of the first exuberance of a new power. In this 
period beauty is conceived as large flowing outlines, 
rather riotous than severe, and warm, brilliant coloring. 

Reading: Phoebe Gary, Don't give up. 

Song : There was a Little Girl, St. Nicholas Song-Book. 

For the embodiment of the ideals by the people themselves see 
Liibke, History of Art ; Owen Jones, Grammar of Ornament ; 
Perrot and Chipiez, Art of Persia. 

Pictures : — 

For modern conceptions : Riviere, Daniel in the Lions' Den ; 
Exiles in Babylon, by A. L. O. E. 

For ideals of courage, the stories of Daniel in the Lions' Den 
(pictures by Riviere), and the stories of the Persian heroes, Sohrab 
and Rustum, may be iised ; for ideals of obedience and courage, on 
the positive side, the story of the three exiles in Babylon, who 
were cast into the fiery furnace, and iEsop's fable of the Boy and 
the Nettle ; on the negative side, that of Xerxes, the man who 
wanted to chain the sea (Wiltse) ; for ideas of truthfulness, Wash- 
ington, and the story of the Persian boy in Whittier's Child Life in 
Prose ; for cheerfulness and energy, ^sop's fables of Stone-broth 
and the Lark and Her Young Ones. 

Song : There, Little Girl, Don't cry, words by J. W. Riley. 

The child may be aided to make these ideals definite in his own 
mind by such questions as the following : — 

Do you always tell the truth ? Why not ? 

What makes it hard? 

Why should we tell the truth ? 

Ways of telling a lie : Acting, withholding truth, telling part 
exaggeration. 

Do you obey because some one requires it, or do you make j^our- 
self obey ? Which is the better ? Which is the harder ? When 
you ai'e away from your parents and teachers, can't you think what 
they would wish you to do, and make yourself obey that? 

Of what advantage would it be ? 



120 ORGANIC EDUCATION. 

How brave are you? As brave as Daniel? 

What requires most bravery? 

What helps you? 

How can you show that 5'ou are truthful ? Brave ? Courageous ? 

I. Appearance. 

1. The Story. 

Darius is a strong, active boy, with blue eyes and 
lio-ht-brown hair. He is straight and tall, and looks 
you directly in the eye. The muscles of his arras and 
legs are almost as firm and hard as wood. 

In connection with this topic there should be given especial 
attention to appropriate physical exercises, and a study of the lungs, 
skin, and muscles. 

2. Comparison. 

The appearance of Darius is compared with that of 
Hiawatha and of Kablu. 

3. Measure. 

Each child measures the height, girth, length of 
limb, sight and hearing, of some other child, in feet 
and inches. 

4. Expression. 

The children draw and color the picture of the boy 
in the room who, they think, most resembles Darius. 
They draw pictures of Darius. 

II. Clothing. 

1. The Story. 

Darius wore a tunic and trousers of leather, and 
sandals of felt. He had no head-covering. The King 
wore a tunic of striped purple and white, and trousers 



THE WORK OF THE GRADES, IN OUTLINE. 121 

of crimson wool, a purple robe of wool or silk, often 
embroidered with gold, a covering for the head, and 
yellow shoes. One servant carried his fan of peacock 
feathers and another his parasol. 

A minute description of the dress of the King, with illustrations, 
is found in Rawlinson's Five Great Monarchies. The children study 
the primary and secondary colors, shades, and tints, in connection 
with the process of dyeing. 

The children become familiar with the process of 
leather making, connecting it with the study of tanning 
in the Hiawatha epoch. They examine machinery used 
in making different articles of clothing, such as sew- 
ing-machines, machinery used in making shoes, pins, 
buttons. 

The children study the silkworm if possible, if not, 
some other caterpillar, in connection with the study of 
silk. They study the peacock, gold, and some precious 
stone. 

2. Comparison. 

The children compare the clothing of Darius with 
that of the King, and each with their own, in color, 
material, shape, process of making, durability, etc. 

Questions such as the following may aid in bringing out these 
points : — 

Why was there such a difference between Darius and the King- 
in dress ? 

Do we wear anything made of leather ? 

Where does it come from ? 

Who makes it ? 

Is it done by hand or by machinery ? 

Is it all done by one person ? 

Did they have machinery in the time of Darius ? 



122 organic education. 

3. Measure. 

They compute the number of persons required to 
make corresponding articles of their own clothing and 
of a Persian boy's ; the time involved, and the cost. 
They continue the study of the yard and its measures, 
and the different pieces of money they are familiar 
with. (The use of figures and symbols of relations of 
numbers is taught as needed.) 

4. Expression. 

A Persian doll is dressed, and an American doll. 
All measurements are exactly made, the cost of all 
material is calculated, and colors are discriminated. 

III. Home. 

1. The Story. 

Darius lived in a two-story brick house, whose upper 
story projected slightly over the lower. Upon the roof 
was a garden, surrounded by a railing, where Darius 
often sat or walked in the evening, for where he lived 
the climate was warmer than that of Kablu's or of 
Hiawatha's home. From the garden he could look up 
into the sky where the moon and the stars shone 
brightly, smell the perfume of the roses and lilies which 
the breeze brought to him, and hear the sounds of the 
city life around him. 

Babylon was a beautiful city, with its magnificent 
piles of stone and brick architecture, its palaces and 
hanging gardens and high altars, its gold and silver and 
precious stones freely used for decorations, its brilliant 
tilings and its impressive sculpture. 



THE WORK OF THE GRADES, IN OUTLINE. 123 

The teacher should elaborate these suggestions, and show pic- 
tures of the Persian palaces, hanging gardens, altars, etc., especially 
of the Hall of a Hundred Columns, so that the children get a clear 
idea of the splendor of the Persian civilization. 

Rawlinson, Ancient Monarchies, Vol. HI., and Benjamin, Story 
of Persia, in the Stories of the Nation Series, will afford some 
useful material. 

The occasional cone- or dome-shaped roof and the use 
of the arch should be noted. 

Babylon was surrounded by a thick wall, probably fifty 
or sixty feet high. This wall was so tliick that on its 
top two rows of houses were built, with a roadway be- 
tween them, wide enough for a four-horse chariot to 
turn around. The river Euphrates flowed through the 
city, and watered the fertile plain that surrounded 
Babylon. On this plain grew flowers and fruit trees 
innumerable — roses and lilies, peaches, apples, pears, 
and cherries. And here also were spread the fields of 
wheat and barley, of beans and other vegetables. But 
back of this fertile spot, behind the city, the ground 
rose suddenly into a high plateau, part of which was 
a desert. And beyond this rose the mountains, covered 
with ice and snow, from which were mined the Persian 
gold, silver, copper, and iron. 

The physical environment of the home of Darius is 
studied through the comparison which the children 
make with their own — its surface, climate, soil, and 
productions. The desert, the plateau, the valley, and 
the river are especially emphasized. Ice and snow are 
studied, with stress upon forms of crystallization. Fol- 
lowing this, and connected also with building stone and 
clay, may be studied some one of the precious stones 



124 ORGANIC EDUCATION. 

known to the Persians — agate, topaz, emerald, ruby, 
opal, sapphire, and amethyst. 

The conceptions of hemisphere, horizon, and the daily 
path of the sun are introduced. Stories are told of the 
constellations : Dipper, Bear, Orion, Pleiades. 

The cat is studied as a domestic animal, the camel 
and horse as beasts of burden, and the lion as the sym- 
bol of strength. The single wild rose and the lily are 
studied in the sequences. 

Song : Schubert, The Wild Rose. 

Stories : A Child to a Rose, from Open Sesame, Vol. T. 

George Macdonald, Little White Lily. 

The Cock and the Jewel, and The Camel, iEsop's 
Fables. 

2. Comparison. 

The home of Darius is compared with those of 
Hiawatha and Kablu, and of the children in the room, 
as to size, material used, number of rooms, probable cost, 
furniture, etc. They decide which kind of house they 
like best, and tell about the nicest house they ever saw. 
They try to find out what makes a nice home, — whether 
it is the house itself, its furniture, or the people who live 
in it. They decide from the weatlier report which they 
have made what days have been like those in the 
country of Darius. They learn terms for size and 
place. 

3. Measure. 

They measure every part of the house and of the 
palace which they build. They measure the size of an 
ordinary brick, as well as of the bricks they make, find 
out the cost of a load, and the number of loads used in 



THE WORK OF THE GRADES, IN OUTLINE. 125 

building some house that they know. They count the 
number of stars in the constellations they observe, and 
note how many are large ones, and how many are 
small. 

They have considerable exercise in counting in mak- 
ing estimates of the material for the house. In connec- 
tion with this topic they study the square foot and 
cubic inch. With the study of the flowers and fruits 
they notice the significance of certain numbers, as of the 
number of petals of the rose, apple, pear, cherry, and 
lily, cells of ovary, etc. Also significant numbers in the 
study of the animals, as the number of toes, teeth, etc. 

4. Expression. 

The children build a Persian palace, with platforms, 
steps, and columns, using blocks of the following 
type forms: square prism, triangular prism, cube, 
cylinder, and the square and oblong plinths. They 
make clay bricks, and build the house of Darius with . 
them, showing the roof garden. They build arches of 
these bricks, and experiment to see which kind of arch 
is strongest. They build a wall, such as that about 
Babylon, showing its gates. They show how Cyrus 
took Babylon. 

They cut paper, or make clay figures for winged bulls. 
They copy designs of Persian ornament, by means of 
tablets, sticks, rings, and sewing, or by means of colors, 
and then make designs of their own. 

Designs for the ornament work may be found in The Grammar 
of Ornament, by Owen Jones, and the material for reproducing in 
Prang's Box of Models, No. 1, supplemented by a set of kinder- 
garten rings. The Anchor Stone Building Blocks may also be 
used for the building. 



126 ORGANIC EDUCATION. 

They make paper patterns of Persian designs conven- 
tionalized from the single rose, the leaves of the rose 
bush, the peach tree, the lily, etc., being careful to make 
plain in each case which original is followed. 

They draw, paint, and mould flowers, fruit, and leaves. 
They draw and mould, the camel, the horse, and the cat, 
and cut them out of paper. 

IV. Food. 

1. The Story. 

Darius ate antelope, partridge, and the flesh of the 
domestic animals, with cakes of wheat or barley, dates, 
pears, peaches, apples, cherries, nuts, and berries of 
various kinds. But, though he had such good food, he 
had to get it for himself usually, and ate only one meal 
a day. 

The partridge may be studied, if the teacher thinks 
best. The antelope should be compared with Hia- 
watha's deer. 

Certain typical fruits are studied, those being selected 
that are available at the season. Their planting, care, 
production, etc., are especially noted. The product is 
examined to see what part of the flower has developed 
it. The acorn is compared with the apple and cherry. 
The process of preserving is discussed. 

2. Comparison. 

The children compare the food of Darius, the ways 
of preparing and serving it, its cost, etc., with corre- 
sponding facts as to the food of Hiawatha, Kablu, and 
children of the present day. 



the work of the grades, in outline. 127 

3. Measure. 

The children continue the study of the pound and 
the standards for dry and liquid measure, in connection 
with the food. The cost of various fresh fruits at the 
present season is investigated, and problems made from 
the facts obtained, such as to find the time, the amount, 
and cost of each ingredient in making apple, cherry, or 
peach pie. The difference is calculated betAveen the 
cost of canning fruit and of buying it canned. 

The children read : — 

Bryant, The Planting of the Apple Tree. (Selections.) 
Keats, The Grasshopper and the Cricket. 

M. F. Bass, The Apple-Factory, from Nature Stories for Young 
Readers, pp. 68, 69. 

The locust and the caterpillar are studied in rela- 
tion to fruits, and the fly, as the antithesis to the locust, 
is considered as a scavenger, as a help to agriculture. 

4. Expression. 

The children tell and write the fruit-sequences, illus- 
trating them by drawing, painting, or modelling, or by 
pictures cut from catalogues and magazines. 

V. School. 

1. The Story. 

Darius goes to school in an open field just outside 
the city gates. His school opens at sunrise, and so he 
sets out while it is still night, before he has had any 
breakfast, taking with him his bow and a quiver of 
arrows, when he is over six years old; a sling and a 
pocketful of stones, when he is younger. He learns 



128 ORGANIC EDUCATION. 

just three things in this school — to shoot with the bow, 
to ride, and to speak the truth. The little boys, under 
six, stand in a row, and learn to throw stones from their 
slings as far and as straight as they can. Then, while 
they go for more stones, the bigger boys have a lesson 
in shooting at a mark, and throwing the javelin from 
horseback. They do not mount their horses as we 
should, while they are standing still, but each boy leaps 
upon the back of a horse, as with hanging bridle he 
gallops over the field. And when this lesson is over 
they learn to repeat after their teacher some such sen- 
tences as these from Zoroaster, the greatest teacher of 
Persia. " There are two spirits, the Good and the 
Base. Choose one of these spirits in thought, in word, 
and in deed. Be good, not base. The good is holy, 
true, to be honored through truth, through holy deed. 
You cannot serve both." 

Then the larger boys ride out to hunt, and find their 
own breakfasts of fruit and nuts, and sleep that night 
in the fields. Thus the school-day lasts from dawn to 
sunset. 

This is the first appearance in our study of the school as a sepa- 
rate organization and of teaching as a trade or profession in itself. 
Heretofore the home and industrial life had been the only school 
for children, but now civilization has become so complex that its 
functions must be divided. The parents have their own work to 
do in society, in order to support themselves and their family, and 
have no time to teach their children all that they should know. 
Hence, through cooperation, the schoolmaster assumes this task for 
the parents, who, in return, pay him the money by means of which 
he lives. The Persian children are here taught the soldierly virtues, 
truth, courage, and obedience. They are trained to become sol- 
diers for the state. 



THE WORK OF THE GRADES, IN OUTLINE. 129 

Outside of this school, Darius learns how to tell the 
time of day by the length of shadows cast by the sun, 
to watch the clouds for signs of the weather, to know 
the different seasons, and the plants and animals belong- 
ing to each. 

There was one thing Darius did not learn, either in 
school or outside, and that was to read the queer writing- 
cut into the faces of great stones, which were set up 
where a great battle had been fought, to keep the record 
of it ; or in the city wall, to tell about the great deeds 
the King had done. If Darius wished to know what 
was written on the great stones, he had to get a priest 
to come and read it for him. The writing did not look 
much like ours of to-day. If you try to cut our script 
letters in stone, you will find it very hard to make such 
rounding lines as we use. The Persians made each letter 
so that it looked like several arrowheads or wedges set 
together in different ways. 

Illustrations of cuneiform writing should be shown by the 
teacher, and compared with Hiawatha's picture writing. 

2. Comparison. 

The school of Darius is compared by the children with 
their own school, and with those of Kablu and Hiawa- 
tha, as partially suggested under the head of The Story. 
The underlying identities between all these schools are 
brought out, along with their differences. The sling 
and the bow and arrows are compared with the gun. 

3. Measure. 

The children measure the time Darius spent in school 
in one day and the time they spend each day and each 
week. 



130 organic education. 

4. Expression. 

The children tell the story of what Darius did in 
school, illustrating by means of drawings, models, etc. 

VI. Social Life. 

1. The Story. 

Darius had a friend, a Hebrew boy named Zadoc, 
who lived in Babylon for a time. Zadoc could not 
ride nor shoot, but he could tell wonderful stories, 
about the great sea, which the Persian boys had never 
seen, and about the destruction of Jerusalem and the 
captivity of his people. Darius is always a loyal friend 
to Zadoc, and when the Persian boys say sneeringly 
that he cannot ride nor shoot as they can, Darius re- 
minds them that if he cannot do these things he can tell 
more interesting stories than any one else ; and so he 
brings Zadoc into the group of his friends, and makes it 
pleasant for him among them. 

The story of Darius and Zadoc should be paralleled by that of 
David and Jonathan. 

2. Comparison. 

The children compare their own loyalty in friendship 
with that of Darius, David, and Jonathan. 

The ideal of loyalty to one's friends should be emphasized by 
every possible means, until the children come to reflect it in their 
own conduct toward each other in the schoolroom and out. 

3. Expression. 

The ideal of loyalty in friendship should be expressed 
in the conduct of the children toward each other. They 
should come to despise the practice of " telling on " each 



THE WORK OF THE GRADES, IN OUTLINE. 131 

other, and should strive to maintain their friendships by- 
doing each for the others all the friendly offices he can. 
Stories of friendship are pictured and acted out by the 
children. 

VII. Industrial Life. 

1. The Story. 

Through cooperation and division of labor very 
many new trades and occupations have arisen in the 
city. Farming, architecture, pottery making, tanning, 
spinning, or weaving, we knew in the early Aryan 
period ; but they have been rendered far more efficient 
by the Persians, and now each constitutes a sufficient 
business for one man, whereas the early Aryan carried 
them all on himself. But, aside from these trades, the 
Persian knows the art of dyeing cloth, of felt making, 
of making metal ware, and chasing it delicately ; he 
has learned how to quarry stone, to mine for iron and 
the precious metals and stones, and to make bronze. 

The teacher should make a point of the necessity and value of 
trade in city life, and lead the children to discover how trade arises 
out of cooperation. The children should leai-n what is sold in 
different kinds of stores. 

2. Comparison. 

The industrial occupations and products of Persia are 
compared with those of Kablu's time and of Hiawatha's, 
to discover what progress has been made in the conquest 
of environment, in cooperation, and in division of labor. 

3. Measure. 

The children find out the cost of certain articles 
which they possess made either of felt or of leather, 



132 ORGANIC EDUCATION. 

the grades of material used, and their relative cost, the 
time required for making, the number of people em- 
ployed in the manufacture, etc. Other manufactured 
products may be investigated in the same way. The 
time is now to be measured in weeks, days, hours. 

4. Expression. 

The children tell and write the sequences for such 
industrial processes as have been given to them by the 
teacher, illustrating them as usual, but especially by 
acting them. They play at quarrying and mining in 
the sand. They mould pottery, shape tin-foil for metal 
vessels, and trace patterns on them. 

VIII. The State. 

1. The Story. 

The King of the Persians lived in a beautiful palace, 
and wore beautiful clothing. He was King hecaicse he 
was the strongest man and the bravest soldier. Every- 
body had to do as he said. Darius had to obey his 
father and his teacher, but his father and his teacher 
both had to obey the King. 

2. Comparison. 

The children compare the King with Darius, with 
Hiawatha, as chief of his tribe, with Kablu's father, 
and with the principal or superintendent of the schools, 
the mayor, the President, or the highest authority they 
know, and they decide why there must be some one 
whom every one else has to obey — why every one should 
not do as he pleases. 



the wobk of the grades, in outline. 133 

3. Expression. 

The children play king and subject, and see which 
can be the best king, most loved by his subjects. 

IK. The Church. 

1. The Story. 

Darius went to church on a high hill where the only 
thing that indicated a church was a silver altar, about 
four feet high, and raised on three broad steps. Upon 
this altar the sacr^ fire was kept burning by the priests, 
whose duty it was. Here Darius would come and pray 
to the mighty Ormuzd, thanking him for the light of 
the sun, which had made the fruits to ripen for his food, 
while the priest cast the juice of the plant soma upon 
the fire, making it burn more brightly. And then the 
priest would chant to the people some words of Zoro- 
aster, such as Darius learned at school, bidding them 
strive to be truthful, brave, and obedient, and Darius 
would go home. If he had touched any unclean thing 
he must wash himself three, or four, or even seven times 
over, before he could go to church, or even go out upon 
the street where he would be likely to touch anybody 
elle. 

2. Comparison. 

The children compare the church of Darius with that 
of Hiawatha, of Kablu, of Zadoc, and finally with their 
own church or Sunday-school. They recognize that 
Hiawatha, Kablu, Darius, and Zadoc meant the same 
God by their different names — the same one they 
themselves know about. 



134 ORGANIC EDUCATION. 

Reference Books : — 
Jane Andrews, Ten Boys. 
Benjamin, Story of Persia. 
Ragozin, Story of Media, Babylon, and Persia. 
Benjamin, Persia and the Persians. 
Parrot and Chipiez, The Art of Persia. 
Liibke, The History of Art. 
Fergusson, History of Architecture. 
Franz von Reber, History of Ancient Art. 
Owen Jones, Grammar of Ornament. 
Rawlinson, Five Great Monarchies, Persia, Vol. III. 

Reliefs and Statuary Suggested: — 

Michael Angelo, David. Academy of Fine Arts, Venice. 
Canova, Lions. 

Donatello, St. John (high relief, Louvi'e) and Boy Jesus. 
Delia Robbia, Six Boys Playing on Trumpets, Four Children 

Dancing. Cathedral Museum, Florence. 
William Hunt, Flight of Time. 
A. Mercie, David. 

Pictures : — 

Riviere, Daniel in the Lions' Den. 

A. L. O. E., Exiles in Babylon. (Pictures in the Book.) 

Hoffman, Child Jesus in the Temple. 

Carl MUUer, Child Jesus in the Temple. 

Mengelberg, On the Way to Jerusalem. 

Cuyp, Landscapes. 

Cortona, Daniel in the Lions' Den. * 

CLEON, THE GREEK BOY. 

Grade B 2. 

Ages of children, seven to eight years. 

A. ANALYSIS OF CHARACTER. 

The character of Cleon is easily recognizable by the 
experienced teacher, as, in its broader outlines at least, 



THE noUK OF THE GRADES, IN OUTLINE. 135 

suggestive of the average child of seven or eight years. 
His senses are keen, his imagination quick and facile. 
He is extremely sensitive to his environment, suggesti- 
ble, restless, impulsive, easily led, for the most part 
careless and happy, irresponsible, thoughtless of others, 
and less affectionate than he has previously been, self- 
willed, though seldom constant in purpose. 



B. ETHICAL AIMS. 

The object in this grade is to work upon the child 
through his environment. This is a crucial period in 
childhood and requires most tactful handling. The vul- 
nerable point in the typical character of the period is 
his sensitiveness to environment, to impressions from 
without, the facility with Avhich he is led. His en- 
vironment is accordingly so ordered as to appeal most 
strongly to his eager senses and active mind. Through 
the study of Persian art, his natural love for warm, brill- 
iant, sensuous colors, and large flowing outlines, has 
been fostered. Now he is ready to appreciate, as having 
all the stimulus of novelty and the charm of natural 
outgrowth from this more primitive form, the airy 
purity of Greek coloring, the severe outlines of Greek 
sculpture, with its perfect proportioning, its self-con- 
tained harmony. The schoolroom should abound in 
the best specimens obtainable of Greek art, that the 
children, becoming gradually saturated with its spirit, 
may be led insensibly to see the truth and purity that 
alone makes beauty possible. " The True, the Good, 
and the Beautiful " should be the motto in the school, 
truth and goodness being for the time considered rather 



136 ORGANIC EDUCATION. 

as means toward beauty of person and character than as 
ends in themselves. 

There is little danger of over-emphasizing, at this 
stage, the dignity of the body. Personal cleanliness 
and purity in thought as well as deed may be urged 
upon this ground. " We become like what we look 
upon " is an idea which cannot be sufficiently empha- 
sized in the story-work of the grade, as an incentive to 
companionship with true and pure people and the think- 
ing of pure and good thoughts. 

The children are encouraged to tell about deeds which 
they have seen or of which they have heard that show 
a beautiful soul, to notice pictures and the real faces of 
people who look as though they had beautiful souls, to 
try to show beauty of soul in their own faces, gestures, 
attitudes, and voices. A key-sentence for the children 
of this period is "A beautiful behavior is the finest of 
fine arts." The meaning of this should be taught, and 
held constantly before them. 

Embodiment of Ideals: — 

The story of Clytie (adapted) should be told to convey the con- 
ception of growing like what one looks upon. The story of the 
Bluebell, as told in Our Children's Songs, p. 68, illustrates the 
same point. Both stories and any others bearing upon the same 
idea should be used, especially such as that of Washington's Code 
of Manners and Morals, which he compiled from observation of 
the best social life in Virginia, and by the aid of which he gained 
for himself a courtly manner and sound principles of conduct 
(Irving, Life of Washington, Ch. VII.). Wordsworth's I Wandered 
Lonely as a Cloud is appropriate in this connection. For an illus- 
tration of the negative side the story of the Gorgon's Head. The 
story of Circe and the Swine may be used to show the danger of 
coming to resemble in form M'hat one is in heart. 



THE WORK OF THE GRADES, IN OUTLINE. 137 

Hector, Nausicaa, and Galatea are types of the beautiful soul 
in a beautiful body. 

King Midas illustrates selfishness, and Rhcecus, carelessness. 

The children read : — 

The story part of Lowell's Rhcecus. 

The Bluebell. 

Wordsworth, I Wandered Lonely as a Cloud. 

Circe and the Swine, Odyssey, Bryant's translation. 

Songs : Baby's Skies, St. Nicholas Song Book. 

Childhood's Gold, St. Nicholas Song Book. 

Such questions as the following are suggested : — 
What did Cleon do to make his soul beautiful? 
What do you do? 

Are you watching the star and the blue sky? 
Are you as selfish as King Midas? y 

What makes you selfish? 
How can you improve? 
What will help you? 
What do you do for others? 
Are you careless ? How ? 
Do you try to overcome it ? 
How does a strong body help one to be good? 

I. Appearance. 

1. The Story. 

The description of Cleon's personal appearance found 
in Ten Boys raaj be used, but should be supplemented 
by the study of the Greek ideals of personal beauty as 
embodied in the statues of Venus of Milo, the Disk 
Thrower (Myron), Diana, Mercur}'-, Iris (of the Par- 
thenon), etc. ; and in the paintings of Greek subjects 
by Coomans, Cannucinni, Tadema, Flaxman, Sichel, 
Raphael, and David. 

The points to be noted under this head are perfection 



138 OBGANIC EDUCATION. 

of form as dependent upon perfect health, which itself 
depends upon temperance and training ; and the Greek 
standard of personal beauty in special features, fore- 
head, nose, shape of face, etc. 

2. Comparison. 

The cliildren scrutinize each other to detect likenesses 
and differences between their appearance and that of 
Cleon and the Greek ideals. They examine the features, 
the proportion of body, symmetry, streng'th, coloring. 
They discuss how such defects as stooping shoulders, 
flabby muscles, crossed eyes, etc., can be remedied. 
They compete with each other in feats of strength and 
grace, in gesture and pose, imitative of the statues 
studied. 

The Greek inethods of measuring time are compared 
with those of the Indians, the early Aryans, the Persians, 
and of ourselves. 

3. Measure. 

Cleon's age may be calculated by Olympiads. The 
children calcidate their own in the same way. 

The story of Kronos is told by the teacher, and tlie name traced 
in some of the words we use. 

The height, width, girth, and lengtli of limb of each 
child, tlie increase of his size and strength due to physi- 
cal exercise, are measured by himself or by some other 
child, and the proportions of different pai-ts of the body, 
especially of the face, comparing those of children and 
grown people. The shades of coloring in hair, eyes, and 
complexion are noted. 



THE WORK OF THE GRADES, IN OUTLINE. 139 

There should be a great deal of work in color in this grade, 
particularly in the pure and cheerful colors used by the Greeks. 
The children should learn the formation of colors and should work 
with shades, tints, and complementary colors. 

A special study is made of the skin (with stress upon 
the hj^gieiie of bathing), of muscles, and of sense organs. 
General study of health, its value, its relation to food, 
exercise, sleep, clothing, air, how secured, cleanliness, 
environment. 

4. Expression. 

The children describe, draw, paint, and mould figures 
of Cleon, etc. They imitate the poses of famous statues. 
They draw the poses of other children. They practice 
exercises for both strength and grace of body, and strive 
to express desirable characteristics by the expression of 
their faces. 

II. Clothing. 

1. The Story. 

The clothing of Cleon may be described from Ten 
Boys. Additional particulars and numerous pictures 
may be found in Blumner's Home Life of the Atictent 
Greeks. Greek statuary and pictures from vases are of 
especial value as sources of information on this subject. 
The chiton, chlarnys, himation, armor, sandals, orna- 
ments, etc., are studied, with reference to the material 
used, the manner of wearing, and its purpose, the addi- 
tion to the chiton of the chlamys, and its significance. 

The Greek ideals for certain articles of dress as represented in 
literature and sculpture should be noted — for instance, the helmet 
of darkness worn by Perseus, the sandals of Mercury, the armor 
of Achilles. 

A cast should be shown of the shield of Achilles. An account 
of the making of his armor may be read from the Iliad, 



140 ORGANIC EDUCATION. 

Flax is studied in sequence as the source of the ma- 
terial for clothing. 

The primitive spindles and looms, and other imple- 
ments connected with the manufacture of flax into linen 
cloth, should be shown the children. The process of 
manufacturing the cloth should be studied in sequential 
order. Other processes connected with the clothing 
are : the coloring of the cloth, the making of garments, 
and the cleaning of the clothing. 

The spider sequence is reviewed from the Kablu period, and the 
story of Arachne told in connection with it. Spenser's story of 
Arachne and of Vulcan may also be read in this connection. With 
the study of the cleaning of clothes, the story of Nausicaa is appro- 
priate. Selections from the story in Bryant's translation of the 
Iliad and Odyssey may be read by the children. 

2. Comparison. 

The clothing of Cleon is compared with that of the 
children previously studied and then with our own, as 
to design, material, processes of making, by whom 
made, cost, coloring, decoration, manner of wearing, 
difficulty in procuring, the amount of material used, 
spinning, weaving, sewing. The adaptation of the 
clothing of each people to the climate in which they 
lived, to their manner of life, etc., is emphasized. 

3. Measure. 

The children bring in facts about their own clothing, 
or about that of others in the family, in regard to ma- 
terial, measure used, amount of time for making, cost of 
making, and wages of those employed, and from these 
facts problems are made by the teacher. They estimate 
the time and money spent by each Greek at the baths. 



THE WORK OF THE GRADES, IN OUTLINE. 141 

They learn the dollar as measured by the other smaller 
units, the half-dollar, the quarter-dollar, the dime, nickel, 
and the cent. 

4. Expression. 

The children dress a doll for Cleon and one for his 
sister, and one each for a boy and girl of the present 
time. They reproduce and illustrate as before the 
sequences connected with the clothing. The children 
make patterns for the clothing that they make for the 
dolls. They copy beautiful designs in decoration of 
Greek clothing, then invent some of their own. 

III. Home. 

1. The Story. 

The home of Cleon should be considered under at 
least three main heads : (1) Its Environment : (a) Phys- 
ical, (5) Artificial. (2) The House, under which may 
be considered: {a) Its Structure, (6) Furniture and 
Utensils, (c) Food. (3) Family Life. 

The material will be found by consulting the references before 
mentioned in the text, and Smith's Dictionary of Greek and Latin 
Antiquities. The last named will be found particularly valuable 
in the work upon the Greek house. 
Picture : Alma Tadema, Reading Homer. 

The following points should be covered : — 
(1) Environment. 
(a) Physical. 
Sea ; mountains, Olympus, Parnassus, Pentelicus Hill, 
slopes, valley, source of streams ; Alpheus River ; cli- 
mate ; soil ; vegetation ; animal life, etc. 



142 OBGANIC EDUCATION. 

Story of Orpheus and Eurydice, and of Echo. 
-Pictures : — 

f Guido Reni. 
Aurora, j G. Fairman, in Tooke's Pantheon. 
I Flaxman. 
j( Iris, by Guy Head, 
p; Endymion, by Watts and Guercino. 

(b) Ay-tificial. 

The plan of Athens, Acropolis, position of Parthenon, 
Erechtheum (Caryatides), road to the sea. 

(2) The House. 

(a) Structure. 

The relation of the structure of the Greek house to its 
environment and to social conditions of the time. The 
" stability or permanency of structure, the beauty of the 
' whole and of the parts, the inventions used in building, 
protection from cold, provisions for cleanliness, eating, 
rest, reading or writing, the number and arrangement 
of rooms. Study of the peristylum as the suggestion 
for the Roman atrium, and of the basilica as preparation 
for the cathedral. The tiling and wall-painting of the 
inteiuor. The sacred hearth. 

The description of an ideal Greek house, that of Alcinous, 
should be read from the Odyssey. 

In connection with the sacred hearth the story of Prometheus 
may be told. 
Picture : Erechtheum. 

(b) Furnishi7ig and Utensils. 

Statues, beds, couches, dining tables, benches, chairs, 
lamps, vases, dishes, portable stoves. 



THE WORK OF THE GRADES, IN OUTLINE. 143 

The teacher should ,show pictures or models of these, and the 
real thing whenever that can be obtained. She should select the 
most beautiful and characteristic of these to keep before the chil- 
dren until they are easily recognized. Flaxman's illustrations 
should be freely used. 

Under the foregoing topics there will be a need for the study of 
various type-forms suggested by nature and applied in inventions 
and arts ; as the ellipsoid from the olive, the ovoid from the fig, 
the ellipse and oval applied in rose forms, etc. 

(c) Food. 

The kinds of food used by the rich and by the poor, 
the relation of food to climate, how procured in the 
first instance and later by Cleon's father, how cooked 
and served, the relation of food to health. 

Read selections from Tennyson's Lotus Eaters, and from the 
story of Circe's Swine and the orchard of Alcinous in the Odyssey ; 
The Finding of the Lyre, Lowell. Tell about the nectar and am- 
brosia of the gods and goddesses. Tell the story of Hebe and 
Ganymede, of the olive tree, of Persephone, and of the Garden of 
the Hesperides. Show some reproduction of the statue of Hebe 
by Canova, or of the one in the Louvre, and pictures of Ceres, 
Bacchus, and Circe. 

(3) Family Life. 

Customs and manners in the home, relations of 
parents and children, duties of father, mother, children, 
slaves ; customs in eating, sleeping, bathing, hospitality, 
and religion. 

Greek ideals of certain features of family life are embodied in 
the stories of Hector and Andromache, of the father and mother 
of Nausicaa, of Ulysses and his father, and of Ulysses and 
Telemachus. 



144 organic education. 

2. Comparison. 

Greek life is compared with that of the Indians, the 
early Aryans, the Persians, and finally with our own, 
to show differences in the physical environment, the 
material comfort and beauty of the home and the mu- 
tual helpfulness of family life. Our debt to the Greeks 
should be shown in as many specific instances as pos- 
sible, and where the differences observed are not in our 
favor, the children should learn how to draw upon 
Greek life still further for the beautifying of their own. 

The following are suggestions upon this head : — 

How did the Greeks look upon their environment? 

What did they think of plants and animals, of the groves and 
streams, of sun and moon ? 

(Here should be studied the stories of Rhoecus and the Dryad, 
of Neptune, Thetis, Naiads, -33olus, Iris, Aurora, Phaeton, Apollo, 
Atlas, Diana, Hyacinth, Narcissus, Clytie. These stories should be 
connected with the nature-study.) Compare the Acropolis with 
the central part of your city. Why did the Athenians care to 
have a hill in the centre of the city? Compare (in a very general 
way) the ai-rangement of streets, public buildings, etc., in the two 
cities, the height of buildings, towers, or steeples, with that of the 
Acropolis (five hundred feet), and the streets of Athens with those 
of their own city as to width, cleanliness, ornamentation, etc. ; the 
provisions for lighting, for protection, and for industrial exchange. 
Compare the size of Athens with that of their own city by means 
of their areas in miles, and their populations in round numbers, or, 
if the numbers are too large, by diagrams. 

Houses of the past and of the present should be compared as to 
material used, size, conveniences, beauty, durability, number, and 
uses of rooms. Trace the influence of Greek designs on our own 
by showing examples. 

Which do you like better ? 

Would Greek furniture look well in our homes, or vice versa? 

Compare a Greek vase with the clay cups of Kablu's time. 



THE WORK OF THE GRADES, IN OUTLINE. 145 

Compare the lamps of that time and this, beds, dining-room 
furniture, dishes, library furniture, chairs. 

What food is used by us ? Whence does it come ? How much 
is procured at home ? How is it obtainable ? From what kinds 
of stores does it come ? Did Cleon buy his food at stores ? Why ? 
What obstacles have been overcome ? 

Have the children give facts in their own experience : in raising, 
cooking, buying, and selling food-materials. 

3. Measure. 

The children learn the number of months in different 
seasons, the number of days in the month and of hours 
in the day. They study the thermometer, and learn to 
read the temperature by it. They study the mile as a 
whole, the yard as made up of inches. They learn why 
some fruits are measured by the pound, others by the 
quart or gallon. They measure for all the expression 
work (palace and house columns, ornamental designs, 
etc.), and gain ideas of proportion and fractions, in con- 
nection with parts of the house, as floors, columns, tiles, 
etc. 

The children learn the square yard and square foot 
and cubic inch, and measure the perimeter, the areas of 
panes of glass, tiles, etc. They estimate the amount of 
the floor covering, tiling, curtains, hangings, etc., in 
Cleon's house and in their own. They note how long 
it takes to build houses of different kinds. They learn 
the measures used and the cost of various articles used 
for food, such as honey, grapes, olives, nuts, olive-oil, 
milk, etc. They estimate the cost of certain articles of 
furniture, utensils, dishes, etc., both singly and in sets. 
They learn to use measures of capacity, both liquid and 
dry. 



146 ORGANIC EDUCATION. 

m 

For nature-study, see the general heads under Physi- 
cal Environment. Aside from these are studied, by ob- 
servation and use, the cardinal points of the compass, 
the succession of day and night and of the seasons, the 
life-history of clay (used for pottery) and marble (for 
building), the life-histories of articles used for food, 
such as olives and grapes, honey, almonds ; and be- 
sides these, of such insects and birds as were especial 
favorites of the Greeks ; the bee, the grasshopper, and 
the nightingale (explain by the mocking bird). In con- 
nection with the nightingale they study the migration 
of birds in our climate. The marigold, the sweet pea, 
sunflower, narcissus, and hyacinth are studied. 

All nature-study should be connected, so far as possible, with 
the Greek myths in regard to the subjects studied. The star- 
myths should be studied here, those of Argus, the labors of 
Hercules, etc. Europa is connected with the transfer of our 
interest from Asia to the new continent. The story of Perseph- 
one is aj)ropos of the season-work. 

In connection with the flowers should be read Keats's lines on 
the marigold, " Open afresh your round of starry folds," as far as 
the line, " On many harps which he has lately strung ; " and also 
those descriptive of sweet peas, both selections from " I stood tip- 
toe upon a little hill." 

In connection with the grasshopper, should be read such selec- 
tions as Keats's sonnet on the Grasshopper and Cricket, and the 
following adaptation of Tennyson's Tlie Grasshopper. 



An insect lithe and strong. 

Bowing the seeded summer flowers, 
Vaulting on thine airy feet. 

Clap thy shielded sides and carol, 
Carol clearly, chirrup sweet. 

Thou art a mailed warrior, in youth and strength complete. 



THE WORK OF THE GRADES, IN OUTLINE. 147 

II. 

I would dwell with thee, iiien-y grasshopper, 

Thou art so glad and free, and as light as air ; 
Thou hast no sorrow or tears, 

But a short youth, sunny and free. 
Carol clearly, hound along, 

In thy heart of summer pride, 
Pushing the thick roots aside, 

Of the swinging flowered grasses. 
That brush thee with their silken tresses, 

Shooting, singing, ever springing. 
In and out the emerald glooms, 

Ever leaping, ever singing, 
Lighting on the golden blooms. 

In this grade the children can begin to make more observations 
on protective coloring in nature. As a basis for description and 
other forms of expression the cliildren should know all the stand- 
ai'd colors with their shades and tints. 

Selections from vEsop's Fables may be read in connection with 
the nature-study. Jupiter and a Bee, Jupiter and the two Wallets, 
The Owl and the Grasshopper, Hercules and the Wagoner, The 
Peasant and the Apple Tree, The Ass and the Grasshopper, The 
Hawk and the Nightingale, The Ants and the Grasshoppers, are 
suggested. 

In connection with the ventilation of Cleon's house, 
the children have physiology lessons on the lungs. 

4, Expression. 

The children make in sand the surroundings of 
Cleon's home and of their own. They draw, paint, 
mould, or describe whatever is studied, using the most 
appropriate means in each case. They draw a picture 
of the Acropolis, or model it in clay. They make a 
sun-dial. They draw, according to scale, a plan of 



148 ORGANIC EDUCATION. 

Cleon's house, and one of a modern house — their own, 
if possible. They make a Greek play-house (espe- 
cially the peristyle), and one of modern times, propor- 
tioned according to the scale previously made. They 
lay sticks to show the proportions of the rooms on the 
ground floor. They make plans for the different kinds 
of rooms. They draw pictures of their own houses. 
They make furniture of the proper size and proportions 
for each house, and draw pictures of each place. They 
mould, cut, and draw lamps, vases, and dishes. They 
set the table with dishes, and arrange everything in the 
houses so as to produce the best effect according to 
their own ideas. They copy and later invent designs 
for tiling, mosaic, and frescoing, by means of drawing, 
painting, and the arrangement of tablets, sticks, and 
rings. 

A box of Prang's Drawing Models, No. 2, and a set of kinder- 
garten rings, tablets, and parquetry are used for the design-work. 

They tell or write and illustrate the sequences of 
growth in the plants and animals used for food ; and 
represent, in like manner, the processes of cultivation or 
rearing, preparation for the table, and serving. They 
picture or make the machinery or implements used. 

Songs that may be used are : — 

Childhood's Gold. 



St. Nicholas So7ig Book, 



Meadow Folk. 

Night and Day. 

The Sing-away Bird. 
Read : Edith Thomas, Talking in their Slee]3, Little Floioer Folks. 
George Cooper, What Robin told, Little Flower Folks. 
Ida M. Benham, Little Brown Seeds, Little Floiver Folks. 
Fawcett, South Wind and the Sun. 



THE WORK OF THE GRADES, IN OUTLINE. 149 

Sing : E. Smith, Good-by to Summer. 
Rice, Shadow Town. 
Brahms, The Little Dustman. 
Sweet and Low, 

The Fairy Artist, ^,., 7, o r, 

rri, T^ ■ The Child s Sonq Book, 

Ihe ransies, \ , t,, tt ,■ 

Pussy Willows, I ^y ^^''y Howhston. 

Sleep, Baby, Sleep, J 

IV. School. 

The references are as before, and Greek Education, Mahaffy. 

1. The Story. 

The study of Cleon's school should cover the follow- 
ing points : pedagogue, place, studies, utensils (tablet, 
stylus), time spent in school, and purpose of the school. 

The stories of the Iliad and the .Odyssey are stiadied in their 
broader outlines, and selections made for reading from Bryant's 
translation. 

For a Greek ideal of school, read about the school taught by 
Chiron, in Baldwin's Heroes of the Olden Time. "With this may be 
connected the story of Pegasus. Parts of Longfellow's Pegasus 
in Pound may be read. 

2. Comparison. 

Cleon's school is compared with the school of Darius, 
of Kablu, of Hiawatha, and of children of the present, 
under all the heads mentioned in The Story, above. 

The children learn certain of the commoner Greek words with 
their meanings, and are able to point them out in English words 
derived from the Greek words. Such words would be, for instance : 

Astron — a star. Metron — a measure. 

Chronos — time. Pan — all. 

Demos — the people. Petalon — a leaf. 

Ge — the earth. Phonos — a sound. 

Grapho — to write. Polls — a city. 

Helios — the sun. 



150 ORGANIC EDUCATION. 

Other words and prefixes and suffixes should be given if the 
children can take them. Some letters from the Greek alphabet 
are taught with their Greek names, and a Greek sentence is printed 
on the boai'd in Greek letters to show the children how Cleon 
wrote. Certain letters in the Greek alphabet should be compared 
with the corresponding English letters. 

3. Measure. 

The children find the proportion between the time 
they spend in school each day and the time they spend 
in sleep, play, eating, etc. They, each for himself, esti- 
mate the cost of the books and other utensils used in 
school, and find what proportion this cost bears to the 
weekly income of the father. Each child estimates the 
cost of his own food, clothing, and school supplies, and 
compares it with the father's salary. 

The teacher may enforce, from these figures, the idea of care 
for these things as due to the jiarents who provide them. 

The children measure the length, breadth, and height 
of the schoolroom and the area of its floor. From the 
weather report kept every day the children at the end 
of the month find the number of clear, cloudy, and 
rainy or snowy da3^s, the variation in temperature, and 
any other significant facts. 

4. Expression. 

The children tell, write, draw, and act out the story 
of Cleon's school. They play being Centaurs. They 
draw a plan of the schoolroom, locating the positions 
of various important objects in it. They make the 
Greek letters that resemble or are identical with the 
corresponding English letters. They express various 



THE WORK OF THE GRADES, IN OUTLINE. 151 

characteristics and ideas through graceful poses and 
movement. 

The children make addresses, using the stories, poems, 
and quotations they have learned, as subject-matter. 

V. The State. 

1. The Story. 

The state should be closely connected with the school 
in the study of it as it was in the reality. The fact 
should be emphasized that boys went to school to be 
trained to be good citizens. Greek ideals of citizenship 
are studied as embodied in Leonidas, Pericles, Socrates, 
and Demosthenes, and as expressed by Plato in the 
Republic when prescribing the length of time required 
to fit a man to hold any public office. 

The teacher may read to the children a selection from the 
speech of Demosthenes On the Crown, that part which relates 
to the taking of Elatea by Philip of Macedon, beginning, " It was 
evening. A person came in with a message to the president that 
Elatea was taken," and ending with the paragraph in which 
Demosthenes says, " Of all your orators and statesmen, I alone 
deserted not the patriot's post in the hour of danger." This pas- 
sage may be found translated on page 274 of the College Greek 
Course in English by W. C. Wilkinson. 

The children should understand, so far as possible, 
that people work together now better than they did in 
the time of Darius, and because all together they are 
stronger than any one man, they all are the king, and 
all together they decide what is to be done. The neces- 
Bitj that some one should decide what is to be done, or 
that all together the people should decide it, will be 
recognized by the children, if some game with which 
they are familiar is used as illustration. 



152 organic education. 

2. Comparison. 

Some American ideals of statesmanship, such as those 
embodied in Washington and Lincohi, are compared 
with the Greek ideals studied, and modern ideas of 
preparation for office-holding with those of Plato. 

Such questions as the following are suggested : — 

Who is our king ? 

Why don't we have one man for king? 

Does the President of the United States decide what the people 
shall do, or do the people decide what is best and tell the President 
what to do ? 

Did you ever " count out " to see who shall be " it " when you 
are playing a game ? 

Does the child who is " it " make the rest do what he pleases, 
or does he do what you all have decided upon ? 

Is the President like the child who is " it " ? 

Can you do anything to make our city better ? What ? 

Why not wait until you are men and women ? 

The following questions are suggested : — 

What does a policeman do ? 

Why should there be policemen ? 

What is the jail for ? The city hall ? The post-office ? 

Did the Greeks have a city hall or a post-office ? 

3. Measure. 

How long must Cleon wait till he can wear a 
chlamys ? What can he do then that he could not do 
before? How long will it be before you can vote? 
The children learn about different kinds of postage- 
stamps. They measure time by a sun-dial and by a 
clock. They count and learn the names of the differ- 
ent kinds of plants seen in the park flower-beds, the 
different kinds of trees. They count the different peo- 
ple they see working for the city. 



the work of the gbades, in outline. 153 

4. Expression. 

The children draw a picture of the city hall, and of 
the voting booths, and electric towers. They " act 
out " the process of voting. They make speeches tell- 
ing what they can do to become good citizens. They 
play postman, policeman. They draw pictures of 
Greek armor ; they make shields, spears, and helmets. 

The children should get the idea of a policeman as a helper and 
protector, rather than as a detective or a medium of punishment. 
The children learn to sing : — 
Flag of the Free. 
America. 
The children draw and mould the Winged Victory and Minerva. 
They draw the American eagle, and paint or make a flag. 

VI. Social Life. 

References as before, and Mahaffy's Social Life in Greece. 

1. The Story. 

Children's games (skipping shells, leap-frog, rolling 
the hoop, running races, playing ball), Olympian games, 
entertainments in the amphitheatre, the market, the 
baths, feasts (guests, how seated, dressed, entertained). 

The ideal of friendship for this period is embodied in the story 
of Damon and Pythias, and of Hyacinthus. The ideal for the 
spirit of the Olympian games is the couplet : — 

" Not hate, but glory, made those chiefs coatend. 
And each brave foe was in his soul a friend." 
Descriptions of the entertainment of Ulysses in various places 
should be read from the Odyssey. 

2. Comparison. 

The social life of Cleon's age is compared with our 
own and with that of Darius, Kablu, and Hiawatha as to 



154 ORGANIC EDUCATION. 

the forms which it takes, its games, customs, its ideas of 
hospitality, etc. The children compare their friend- 
ships with that of Damon and Pythias. They compare 
their own games and social customs with those of the 
Greeks. 

The old Greek practice of " guest friendship " should be com- 
pared with our customs. 

The Greek way of measuring time by Olympiads should be 
emphasized, as showing how much more important they considered 
athletic contests than we do now. (The relation of the Olympian 
games to religion should be shown.) 

3. Measure. 

The children estimate the number required for dif- 
ferent modern games. They count up how much it 
costs to give a party, the number of people needed to 
help furnish the food, clothing, etc., and the time neces- 
sary to prepare for it. They find out also how much a 
party-dress or a suit of clothes will cost. 

In discussing the preparations for a party, party manners and 
spirit should be emphasized, and the children led to feel the obli- 
gation of a host or hostess to make the guests have a pleasant 
time, forgetting his or her pei-sonal preferences. What the guests 
should do to help the host or hostess, and to make a good time for 
everybody, may also be discussed, and the children's ideas brought 
out. They may be asked to think about what makes a good party, 
and assisted, if necessary, to the idea of cooperation. The various 
games may be discussed in like manner, and the same idea disclosed. 

The children determine the seasons for playing va- 
rious games, and decide why each season is appropriate 
to the games played then. In connection with the 
music at Greek feasts, they measure the length and 
comparative size of strings and pipes in different musi- 
cal instruments. 



the work of the grades, in outline. 155 

4. Expression. 

The children " act out " the Greek children's games, 
the Olympian games, and feast at the house of Cleon. 
They tell and write the stories of these events, illustrat- 
ing them with pictures and models. They make an 
^olian harp in a window of the schoolroom, a lyre 
and a whistle (in lieu of a flute). They make chariots, 
draw or cut pictures to represent games and proces- 
sions. They act out stories they have learned. They 
tell or act out stories of their own. They copy pictures 
showing social life as found on vases, in Flaxman's pic- 
tures and others (those in simple outlines), then make 
drawings showing pictures of modern social life. 

VII. Industrial Life. 

References as before. 

1. The Story. 

Agriculture, sheep-raising, spinning, weaving, color- 
ing, quarrying, metal-working (armor), building, mak- 
ing chariots, pottery, sculpture, painting. 

Ideal pictures of the occupations of the time are found in : — 
The Iliad: The description of the pictures on the shield of 

Achilles. 

The Odyssey . The story of Nausicaa (occupations in her father's 

palace). Penelope's weaving. The father of Ulysses in his garden. 

2. Comparison. 

The children compare the industries, inventions, and 
methods of exchange of Cleon's age with those of Hia- 
watha's, Kablu's, Darius's, and our own. They find out 
what industries are represented in the schoolroom and 
what at home. 



156 ORGANIC EDUCATION. 

3. Measure. 

The contents of amphorce are estimated. Greek and 
American money studied. All articles made in the ex- 
pression work are exactly proportioned. 

4. Expression. 

Tlie children make models of and draw armor, vases, 
columns, and lamps. They describe or picture the dif- 
ferent industries they are familiar with, and name the 
tools, implements, and standards employed. 

Read : Ulysses at the palace of Alcinous, from Bryant's, Butcher 
and Lang's, or Palmer's, translation of the Odyssey. 

VIII. The Church. 

References as before, and Owen Jones's Grammar of Ornament. 

1. The Story. 

Religious processions and ceremonies in the temples. 
The Parthenon. The Oracles. Worship of nature ; 
nymphs, dryads, naiads, etc. Accounts of some of the 
gods and goddesses, showing pictures and statues. 
Worship at home. 

The Parthenon should be made the subject of especial study, its 
position on the Acropolis noted, and pictures shown of its exterior 
and interior, of its statuary, etc. In connection with the study of 
the temples, the work of Phidias should be studied. 

2. Comparison. 

Such questions as the following may be asked : — 
What did the Greeks worship ? Why ? Did it 
make them better? 

What do we worship ? Does it make us better ? 



THE WORK OF THE GRADES, IN OUTLINE. 157 

Do we worship in temples ? In what ? When ? In 
our homes ? 

Is Sunday the only day to worship and be good ? 

3. Measure. 

From the real dimensions of temples, columns, stat- 
ues, etc., problems are made by the teacher. The chil- 
dren compare the Parthenon as to size, proportion, etc., 
with some well-known church of their own city. 

4. Expression. 

The children make the Parthenon with blocks or 
other material. They make drawings of it. They draw 
columns of the different orders, statues, and ornamental 
designs. They paint designs in typical Greek colors, 
and reproduce them by means of tablets, sticks, and 
rings. 

Reference Books : — 
Jane Andrews, Ten Boys. 
Bliimner, Home Life of the Ancient Greeks. 
Smith, Dictionary of Greek and Roman Antiquities. 
Guhl and Koner, Greeks and Romans. 

Wilkinson, Preparatory and College Greek Course in English. 
Bryant, Translation of the Iliad and Odyssey. 
Bulfinch, Age of Fable. 
Gayley, Classic Myths. 
Guerber, Myths of Greece and Rome. 
Hawthorne, Wonder Book. 
Hawthorne, Tanglewood Tales. 
Adler, Moral Instruction of Children. 
Morgan, Ancient Society of Greece. 
Liibke, History of Art. 
Fergusson, History of Art. 
Pausanias, Description of Greece. 
Harrison, Mythology and Monuments of Ancient Athens. 



158 ORGANIC education: 

Mahaffy, Social Life in Greece. 

Maliaify, Rambles and Studies in Greece. 

Mahaify, Greek Education. 

Mahaffy, A History of Greek Literature. 

Perrot and Cliipiez, History of Art. 

Schoniann, The Antiquities of Greece. 

Lloyd's Age of Pericles. 

Plutarch's Lives. 

Becker, Charicles. 

Von Reber, History of Ancient Art. 

Von Falke, History of Art. 

Winckelniann, History of Ancient Art. 

Gardner and Jevons, Manual of Greek Antiquities. 

Gardner, New Chapters in Greek History. 

Baldwin, Old Greek Stories. 

Baldwin, Stories of the Golden Age. 

Lamb, Adventui-es of Ulysses. 

Hanson, Stories from Homer, Simply Told. 

Church, Stories from Homer. 

Church, Stories from the Greek Tragedians. 

Church, Stories from the Greek Comedians. 

Church, Greek Life and Story. 

Church, Three Greek Children. 

Montgomery, Tales of Ancient Troy. 

Stuart, Antiquities of Athens. 

F. D. Sherman, Little Folk Lyrics. 

Jacobs, The Book of Wonder Voyages. 

The following casts, statues, and paintings may be used : — 

Apollo Belvedere. Vatican, Rome. 

Minerva. Of Vellitri, in the Louvre. 

Diana. Of Versailles, in the Louvre. 

Zeus. Vatican. 

Venus of Milo. Louvre, Paris. 

Mercury. Bologna, Florence. 

Guido Reni, Aurora. Rospigliosi Palace, Rome. 

Niobe. Vatican. Son shielding sister, from same group, Naples. 

Sleeping Ariadne. Vatican. 



THE WORE OF THE GRADES, IN OUTLINE. 159 

Raphael, Apollo and the Muses. Vatican. 

Nike of Paionios. (Xike tying sandal.) 

Nike of Samothrace. (Nike placing trophy.) 

Iris (from the Parthenon). 

Praxiteles, Hermes. (Head.) 

Caryatid (from Erechtheum). 

Romano, Apollo and the Muses. 

Canova, Hebe. Museum, Berlin. 

Phidias, Greek Water Carriers. 

David, Paris and Helen. 

Glaize, Athenian Fugitives. 

Tadema, Sappho. 

Pictures that may be used are : — 

Corot, Orpheus. 

Beyschlag, Orpheus and Eui-ydice. 

Watts, Orpheus and Eurydice. 

Sichel, Pandora. 

Ganymede and the Eagle, from the National Museum, Naples. 

Bernini, Apollo and Daphne. Borghese Palace, Rome. 

Raphael, Hours. 

Raphael, Days of the Week (or Seasons). Rome. 

Schobelt, Abduction of Persephone. 

Leighton, Return of Persephone. 

Maignan, Parting of Hector and Andromache. 

Riviere, Circe and the Swine. 

Pictures in Von Falke's Greece and Rome. 

Additional Pictures and Statuary : — 

Antinous. Vatican, Rome. 

Myron, Quoit Thrower. 

Armore Greco. Vatican. 

Cooftians, Painting, Sculpture, Music, Poetry. 

Flaxman, Illustrations of the Iliad and Odyssey. 

Infant Hercules. Berlin. 

Alma Tadema, A Kiss. 

Cellini, Perseus. 

Nike (from Samothrace). Louvre. 



160 ORGANIC EDUCATION. 

Nike of Paionios, Olympia. 

Nike. National Museum, Naples. 

Narcissus. National Museum, Naples. 

Clytie. British Museum. 

Thorwaldsen, Ganymede. 

Crawford, Ganymede and Hebe. Boston Museum. 

Bates, Psyche. 

Claude Lorraine, Landscapes. 

Turner, Landscapes. 

Lawrence, Nature, and Miss Murray. 



HORATIUS, THE ROMAN BOY. 

Grade A 2. 

Ages of children, eight to nine years. 

A. ANALYSIS OF CHARACTER. 

The facile, impressionable, unstable Greek character 
has become sobered, steadied, and somewhat materialized 
in this grade. The teacher will find the characters of 
the children beginning to " set " somewhat. They are 
more self-determined than before, and the instinct for 
domination is strong. The careless tossings and drift- 
ings of the Greek period have brought the individual 
into contact with the law of nature and of society. 
As he has grown, through experience, familiar with 
these laws, he has come, little by little, to realize the 
power to be gained by alliance with them. He co- 
operates with others for the sake of what he will gain 
for himself. Power, ability, success, become his ideals, 
displacing to some extent the ideal of beauty. He 
submits to law as the embodiment of power, is obedient 
to authority, and overbearing to those weaker than him- 



THE WORK OF- THE GRADES, IN OUTLINE. 161 

self. He is intensely patriotic. He is ambitious to im- 
press himself in some way upon others, usually by some 
deed of heroism. Or his ambition may assume a some- 
what more utilitarian form, and he may think and talk 
about being rich or politically powerful. But in some 
form or other, his ideals will be of mastery, domination, 
success. 

B. ETHICAL IDEALS. 

These first strong stirrings of the natural instincts for 
power are not by any means to be repressed by the 
teacher ; but all the work of the grade is designed to 
stimulate and make them more intelligent, hence more 
effective. It aims to teach how much is gained through 
cooperation, between man and nature, and between man 
and man. The child learns that success depends upon 
individual effort not more than upon an alliance with 
law and cooperation with others, so that he becomes 
law-abiding, and unwilling to oppress others though he 
is strong enough to do so. Order and system, manli- 
ness, self-control, and honor, individual responsibility, 
and patriotism are conceptions which will repay especial 
cultivation at this point, as the soil is ready for them 
and all conditions are favorable. Tales of heroism in 
its larger and more picturesque manifestations should 
be freely used, to enlarge the children's ideas of what 
success really means. They will hardly be able at this 
stage to appreciate the quality in its finer and more 
obscure aspects ; but such heroes as Horatius and 
Curtius will appeal to them strongly. The central 
idea for this grade is " Power through Law." Honesty, 
helpfulness, and patriotism are terms by which the chil- 
dren may grasp the idea. 



162 ORGANIC EDUCATION. 



C. MATERIAL. 



The stories of Roman heroes should be freely used 
for their ethical bearings : for patriotism, those of 
Horatius, Curtius, and Regulus ; for personal integrity 
and regard for law, as positive instances, Regulus, Fabri- 
cius, Brutus the first consul, and the consul Manlius, 
who ordered his son to be beheaded for a violation of 
the law ; as a negative instance, Tarpeia. Csesar may 
be used as the ideal of military glory. 

These ideals should be shown as (a) embodied in 
Roman art, as in the Relief of Curtius in the Villa 
Borghese, and (5) embodied in modern art, as in Flax- 
man's pictures in Church's Stories of Livy. 

Read : Macaulay, Horatius. 

Holmes, Flower of Liberty. 
Sing : America. 

Handel, See the Conquering Hero Comes. 

Photographs of the Tarpeian Rock, Forum, and 
other places mentioned should be shown. The children 
study the American flag, and make one according to 
measurement. 

Such questions as the following may be asked : — 

Ha-ve we ever had any one in our country as brave as Horatius 
who kept the bridge? A man with as high a regard for law as 
Brutus ? A man who was strong enough to do what was best for 
the country without regard to what would happen to him, like 
Regulus ? 

(Tell stories from American history.) 

Are you trying as hard as Horatius to be brave and to become 
a good citizen ? 

Would you make a good soldier ? 

Why do we need soldiers ? 



THE WORK OF THE GRADES, IN OUTLINE. 163 

Do we need them now ? Why ? 
Do soldiers ever fight things instead of people? 
What shows how brave you are? 
Are you bravest alone or with some one? 
What kinds of bravery are there? 

Will you ever make a good citizen? Why? How are you 
preparing? 

Is it just as well to wait until you grow up? 

Can you walk as a soldier does ? Endure? Control yourself ? 

(Show pictures of heroes and heroic scenes.) 

I. Appearance. 

1. The Story. 

The head of the young Augustus should be used to 
show the ideal Roman type of face. This may be sup- 
plemented by the description of Horatius in Ten Boys. 

The dignity, firmness, self-control, and nobility shown 
in the face of the young Augustus should be noted ; 
and the connection shown between the typical Roman 
face and the Roman life and character. 

As the Romans had many portrait-statues, pictures of their 
great men may be shown the children. As the ideal historic 
representation of a later period the Antinous may be used. 

The baths of Caracalla and others are studied, and 
the matter of cleanliness and the training of the body 
discussed. The teacher tells the children something 
about the difference between the golden age of Rome, 
and the time when it fell, and assigns as the great 
reason for this difference the prevalent gluttony and 
wrong living at the latter time, resulting in loss of 
military vigor. The relation of one's habit of life to 
health and strength is discussed, with emphasis upon 



164 ORGANIC EDUCATION. 

temperance and self-control. The children study the 
hair and the nails, with reference to the care of them. 

2. Comparison. 

The face of the young Augustus should be compared 
with those of Cleon, of Darius, Kablu, and Hiawatha, 
to bring out the differences. 

3. Measure. 

Roman ways of measuring time are learned and com- 
pared with our own. The meaning of our names for 
months is learned. Measuring the growth of the body 
at regular intervals should be continued in this grade. 
Determine proportions of the body, as hand and foot to 
height. 

4. Expression. 

Military exercises. Practice in the carriage of the 
body, pose, gesture, facial expression. Drawings of the 
children in characteristic pose. The children learn to 
express numbers by the Roman notation as well as in 
the Arabic. 

In this connection read Longfellow's The Poet's Calendar, and 
the description of the Procession of the Hours in Scene IV. of 
Shelley's Prometheus Unbound, also Phaeton, in Ovid's Metamor- 
pJioses. 

Show also the pictures of Raphael's Hours and Days of the 
Week; and Guido Reni's Aurora. 

Read the Story of Antinous and Hadrian, from Rydberg's 
Roman Days , and Mrs. Browning, A Portrait. 

II. Clothing. 

1. The Story. 

Clothing proper to certain ages, ranks, occupations. 
Adaptation to environment and habits of life. Orna- 



THE WORK OF THE GRADES, IN OUTLINE. 165 

merits and decorations, arms and implements of war, 
precious stones known then and now. 

The ideal of the time shown in the portrait statues. 
Ideal costume as shown by an artist of later time, as, 
for example, by Le Roux, School of the Vestal Virgins 
and the Vestal Tuccia. 

Study of cotton, ivory, shellfish, cochineal, and 
rock-lichen (source of purple dye) as sources of mate- 
rial and coloring used in connection with making 
clothing. 

Wool and flax, having been studied in grades below, are not 
studied here. The children should learn the processes of manu- 
facture, occupations, and inventions, growing out of the study of 
clothing. The manufacture of felt and leather should be reviewed 
here. In connection with the process of dyeing there should be a 
study of complementary and tertiary colors. 

2. Comparison. 

The clothing of Horatius is compared with that of 
the periods previously studied and with that of the 
present as to design, comfort, material, color, difficulty 
in obtaining material, making, trimming, durability, 
cleanliness, extent of wardrobe, its relation to the cli- 
mate, to the environment, its aesthetic quality (com- 
pare pictures of Roman costumes with fashion book of 
the present), the machinery used and the division 
of labor. What were the standards of measuring then ? 
What now? 

What obstacles were overcome then ? What since ? 
Inventions used then and now ? What provision is made 
for the clothing of animals? How do we take advan- 
tage of it ? 



166 organic education. 

3. Measure. 

Problems are made and economic conclusions drawn 
from the comparison of different facts brought in by 
the children as to their own clothing; the amount of 
material and trimmings, how measured ; the cost of gar- 
ments of different material (compare in cost and length 
of time worn) ; time given to making and mending ; 
cost of ready-made and home-made garments. The 
children learn the origin of the standards used by the 
Romans which correspond most nearly with our inch, 
foot, and j^ard. They study the dollar as made up of 
cents, and the gross. The relation of price to quality 
of material should be noted and practical suggestions 
made in regard to buying. 

4. Expression. 

Describe, draw, paint, cut, and sew garments like 
those of Horatius' time and of the present, measuring 
everything made. Design decorations for the garments 
in flax, wheat, sticks, rings, etc., and by drawing and 
painting. Dress dolls for Horatius, his sister, and a boy 
and girl of the present time. Draw or make the imple- 
ments used in the different processes studied. Draw 
or describe the sequences of the processes. Put in the 
scrap-book pictures of machinery used now for these 
processes, pictures showing clothing at the time of 
Horatius, and some cut from fashion magazines of the 
present time. 

Read: Lovejoy, Nature in Verse; Susie E. Kennedy, Miss Willow. 

Whittier, Child Life in Poetry, October had a Party, and 
Jack in the Pulpit. 

Miss Palmer, Miss Snowflake's Party. 
Sing: A Million Little Diamonds, St. Nicholas Song Bool: 



THE WOBK OF THE GRADES, IN OUTLINE. 167 
III. Home. 

1. The Story. 

The home should be considered under three heads : 
(1) Environment, (a) Physical, (5) Artificial. (2) The 
House, (a) Structure, (6) Furniture, etc., (c) Food. 
(3) Family Life. 

(1) Environment. 

(a) Physical. 

The following points should be noted : The moun- 
tains, plains, Tiber, seven hills, climate, heat of sun at 
midday, length of days at different seasons, changes in 
temperature for different seasons ; kinds of soil, uses ; 
minerals : marble, tufa, clay, salt, sulphur ; animals : 
wolf, eagle, goat, dog, shells, corals ; plants : chestnut, 
poplar, oak, laurel, ivy, clematis, daffodil, poppy, violet, 
trefoil ; heavenly bodies. 

Pliny's letter to Domitius Apollinarus (^Epistle v. 6) 
describes the physical environment of his Tuscan villa. 

Read : Longfellow, Fiftieth Birthday of Agassiz. 
Jane Taylor, The Violet. 

(b) Artificial. 

Pictures should be shown of Ancient Rome and the 
Rome of to-day. The following points may be noted: 
Plan of the city (general features) ; Forum : golden 
mile-stone, Basilica JuUa ; Temples of Saturn, Castor 
and Pollux, Vesta ; Tablinium, Arch of Septimus Seve- 
rus, Rostrum, Sacred Way, Csesar's Portico, Senate- 
house, Colosseum, Arches of Constantine and Titus, 
Appian Way, Baths of Caracalla, Mamertine Prison, 



168 ORGANIC EDUCATION. 

Cloaca Maxima, Tarpeian Rock, Palatine Hill, aque- 
ducts, fountains. 

(2) The House. 

(a) Structure. 

The ideal historical structure may be shown by the 
description of Pliny's Laurentian Villa or by descrip- 
tions or pictures of Pompeian houses. 

Plan of a house, portico, peristyle, atrium, hearth, 
etc. Adaptation of house to environment, climate, life 
of the people ; beauty of the whole and of parts ; pro- 
vision for light, heat, air, water, cleanliness, rest. 

(b) Furniture and Utensils. 

Beds, couches, seats, tables, chests, cabinets, lamps, 
tableware, sun-dials, hour-glasses (hours of different 
lengths at different times of the year), tablecloths and 
napkins, lights. Trace Greek influence on Roman in 
regard to furniture, etc. Try to have the children dis- 
tinguish different typical shapes of furniture and dishes. 

(c) Food. 

The ideal in literature may be found in the story of 
Ceres, the ideal historical in Pliny's letter. Selected 
lines from Horace containing a description of a Roman 
dinner. 

The staple foods. Number and time of meals. Num- 
ber of courses and varieties of food used at dinner. 
Religious features. 

(3) Family Life. 

An ideal of family ties as embodied in literature is 
Virgil's description of ^neas taking his father from 
Troy. For an ideal historical presentation, Cornelia 



THE WOBK OF THE GRADES, IN OUTLINE. 169 

and her jewels and the story of Virginia may be used. 
Showing the ideal of the present, Longfellow's Chil- 
dren's Hour, or Eugene Field's poems for children and 
Alice Carey's An Order for a Picture. Stories from 
Felix Adler's Moral Instruction of Children may be used. 

Family and individual names, the pride of family, 
training given by the mother at home, later education 
also often at home, subordination of children, filial love 
and honor. 

Compare the Roman house as to its general plan, 
material, and beauty, provision for light, heat, water, 
air, cleanliness, and rest, with the homes of the children 
in school, and also with the home of Cleon and others 
of previous periods. Compare atrium, tablinium, peristy- 
lium with rooms of the present time that correspond to 
these. Try to have the children form a conception of a 
typical Roman house, and see something of the reason 
for its plan in the life and environment of the people. 
Then show how ours are adapted to our life and en- 
vironment. Many beautiful features of the Roman 
house have been adopted by us in a modified form : 
roof gardens, doors, flooring (bricks, tiles, stones, mosa- 
ics). See J. H. Parker on Mosaics. 

Compare the furniture and utensils used by the 
Romans with those both of earlier times and of the 
present. Trace the influence of the Greek upon 
the Roman. Typical shapes should be presented till 
the origin can be distinguished. 

Some of the most important principles of art may be learned 
here, such, for instance, as symmetry, proportion, and repose. 
Read : ^neid (Book II, 1. 957). 

Evangeline. (Leaving Grandpre.) 



170 organic education. 

2. Comparison. 

Compare the different kinds of food and the manner 
of serving, both in the Roman period and now. Com- 
pare city life with farm life that children may know 
the sources of supply of some of the most important 
articles of food. 

Compare the amphitheatres of thb Greeks with the 
Colosseum, Circus Maximus, and amphitheatres of the 
Romans. Compare with our theatres. Temple of 
Saturn with our banks. Where was their post-office ? 
Compare Roman forum, Greek agora, and our mar- 
kets. Compare Roman bridges, roads, and mile-stones 
with ours. Palaces and our houses, fountains, monu- 
ments, parks ; Senate and Council Chamber ; aqueducts 
and water mains — force from slope and force from ma- 
chinery ; Tiber Avith local rivers, breadth, color of water, 
banks, motion of water, where the Avater comes from, 
where it goes. Kinds of soil : sand, gravel, clay, loam. 
Uses : uses of tufa and clay at Rome. Common trees 
found here. Did they have stores, banks, post-offices ? 
Their use? Compare means of communication then 
and now. How did the Romans send letters? What 
have we that they had not? Roman wall bounded 
Rome ; what wall bounds your city ? What bounds 
the school? 

Compare your nearest river with the Tiber, compare 
sources (lake and spring). Could there be a larger 
island in the Tiber ? Compare hills of Rome with the 
surroundings of your city. Climate and winds. Kinds 
of soil the children see compared with tufa, etc. ; its 
use. Compare trees, vegetables, animals, minerals. 
Compare the way the Romans used rivers and hills, 



THE WORK OF THE GRADES, IN OUTLINE. 171 

with our use of rivers and structure of land. Uses 
of the land around Rome ; products, effects of climate. 
Value of position on the river and on the hills for these 
products. Compare products, etc., with ours. Compare 
overflow of Tiber and results with measures taken to 
prevent overflow here. Use of sewers. Why a dif- 
ference in the trees? (Relation of climate to animal 
and vegetable life shown.) 

3. Measure. 

The children study the square yard, the rod, and the 
square rod. They begin the study of the mile. They 
find the distance from the school-building to the market, 
nearest opera house, city hall, soldiers' monument, 
nearest churches, prison, river, island. Perimeter of 
block, of cellars, yard ; width of street ; number of days, 
bright, cloudy, or rainy, in a month; length of hill, 
shadows at different times of the day and on different 
daj^s ; growth of birds, plants, vines, vegetables ; amount 
of food produced on home trees, relation of trees to 
insects, of food consumed by different animals at chil- 
dren's homes, number of stores of different kinds within 
the immediate neighborhood, time between street-cars, 
time for street-cars to go one mile. Perimeter of a 
triangular block. Hours stores are open, number of 
people employed in stores and for delivery wagons. 
Compare the size of the Colosseum with that of some 
auditorium, length of Roman aqueducts with city water 
mains, the fountain of Trevi with the fountain in the 
park, length of time the paving of a Roman street 
has lasted with the time since ours has been laid, 
size of Roman chariots with our carriages. Estimate 



172 ORGANIC EDUCATION. 

the cost of keeping certain pets, of entertainments the 
children have recently attended. How long must a 
newsboy work to buy a ticket to some entertainment? 
Why does it cost money ? How many people minister 
to your pleasure if you go to the park? To other 
places for pleasure? To procure food? How many 
people take care of parks? Street cars? (Select 
other things from the experience of the children.) 
How many children in a given block? How many 
families? How do they need to cooperate in the 
winter? In other seasons? What can they enjoy to- 
gether ? What causes suffering among them ? (One 
of the strong teaching points in this period is the 
amount that is accomplished by system, order, and 
cooperation. Through the measuring this can be 
brought home to the children.) Show how, through 
cooperation, measurement, and inventions, distance is 
not such an obstacle as it used to be, and how there 
is more freedom. 

The children bring in number-facts in regard to their 
own homes. Kind, number, and size of rooms ; cost of 
different materials, of window-glass, of stairways, tiling, 
papering, painting, of providing bath-rooms, arrange- 
ments for heating, lighting, water. Compare the cost 
of the public baths in Rome with the present, of beauti- 
ful floors then and now. Second story of house built 
because of increase in value of land. Compare dimen- 
sions of Greek, Roman, and present-day houses ; also 
the number of rooms. Cost of furniture of different 
kinds and grades. How purchased or measured? Why 
differences in the cost? Sequence and source of some 
article of furniture or of some utensil to show the num- 



THE WORK OF THE GBADES, IN OUTLINE. 173 

ber of people required, the difficulty of obtaining, num- 
ber of progressive steps, hours of labor, use of machinery, 
number of industries, place where they are carried on, 
distance manufactures are carried. Make the model 
house and furniture to measurements. Observe propor- 
tion between size of house and furniture. Measure size 
of house, of rooms, of yard. Find area and perimeter. 
Measure by comparison different kinds of lights, candle, 
kerosene, gas, electricity. 

Have the children bring the facts on length of time 
it takes to cook different kinds of food ; the amounts 
necessary for a meal for a certain number of people ; 
the cost of food of different kinds, how measured and 
sold (they use the bushel, pound, ounce, and cubic inch 
as measures) ; from what stores obtainable, etc. Length 
of time required for producing, procuring, preserving ; 
what preparation is necessary before serving; cost in 
money, time, and strength • utensils required. Capacity, 
durability, and cost of kitchen utensils, and of farm- 
ing implements. 

Of course these lines of suggestions cannot all be followed out. 
The teacher must select such as she deems most profitable. 

Nature-Study. 

Many subjects for nature-study, found under the head of 
Physical Environment, will not be repeated here. 

Study of water-supply, science of piping. Sequence 
of brickwork, of material used for mosaic floors, cur- 
tains, etc. Study the ivy, the poppy, and the violet. 
Study petroleum (lighting) and mica (windows). In 
connection with the midday siesta of the Romans, study 
the daily motion of the sun, shadows, variation of heat 



174 ORGANIC EDUCATION. 

at different parts of the day ; length of days at different 
seasons. Study the changes in structure and life of one 
animal and one plant as due to climate, and the change 
in life, animal and vegetable, at different seasons. 

General study of the use of foods ; kinds of foods, 
animal, vegetable, and mineral. Kinds of food used by 
the Romans compared with ours. Why is there a dif- 
ference ? Study of the stomach. Relation of food to 
health. Let the teacher give the facts of the propor- 
tion of elements in different foods (experiments). 
Evaporation in cooking and elsewhere. 

The various foods used by the Romans are studifed in 
sequence of growth, preparation, etc. Wheat ; process 
of cultivation, tools and implements. Preparation of 
bread — private and public guilds. Cakes, pastry and 
confectionery. Vegetables : beans, peas, lentils, cab- 
bages, beets, turnips, radishes, carrots, asparagus, 
onions, melons, cucumbers, lettuce, mustard, mint. 
Gardens, when and how made ? What raised ? Fruits : 
apples, pears, plums, quinces, olives, grapes. Make a 
study of one of each class. Show what the part valu- 
able to us means to the plant. Study under sequence 
of life-history. Select those best for the season in 
which the work is being carried on. Meats: domestic 
fowls and game. Compare with those used in former 
periods. Study salt. Care of horses, cows, sheep ; our 
treatment of them. 

4. Expression. 

Model in sand the physical environment of Rome, 
showing the seven hills, the Tiber, etc. In the same 
way, show the physical environment of their own city. 



THE WORK OF THE GRADES, IN OUTLINE. 175 

Model or draw the Colosseum. Model arches, columns, 
etc., in their proper proportions. Draw to a scale the 
block in which the schoolhouse stands, also a business 
block in the city. Put in houses, stores, vacant lots, and 
buildings of different kinds. Indicate by coloring or 
otherwise the proportion of dwelling-houses in the block 
to places of business, and also the proportion of differ- 
ent kinds of business. Make drawings of buildings, 
monuments, arches, of Rome and the pupils' own city. 
Make pictures to show scenes in both cities ; to show 
the children's own experiences in the city ; to show a 
sequence of experiences in starting from home and 
going by boat or street-cars and bridge to some park 
or place of recreation, experiences there, and return. 
Picture occupations seen on the way. 

The children make a typical Roman house complete 
with windows of mica, window-shutters, furniture, etc. 
They also construct a modern house. They draw the 
ground plans of these and also one of the schoolroom 
to a given scale. They describe these plans, using car- 
dinal points. They learn some of the more common 
Latin words used in connection with the study of the 
house, and other words embodied in our language easily 
understood by the children. They copy beautiful de- 
signs of furniture, both Roman and modern. They 
draw and make utensils of different kinds. 

They paint, draw, and mould objects used for food. 
They play having meals of different kinds, showing 
arrangement for the table, order of courses, preparation 
of meals, washing of dishes. The children arrange for 
a meal in which there shall be the maximum of nutri- 
ment. They draw or act out the story of Ceres. 



176 ORGANIC EDUCATION. 

The color study should be continued, complementary colors 
should be taught, and the rich Roman coloring should be shown. 

In connection with the study of animals, read Longfellow's 
The Birds of Killingsworth and Sewall's Black Beauty. Apropos of 
the mineral study and crystallization the teacher should tell the 
story of Neith from Ruskin's Ethics of the Dust. Here also may 
be read Jack Frost, from the Normal Fourth Reader, and the 
Winter Prelude in Lowell's Vision of Sir Launfal. With the study 
of the river, the baths, etc., read "Oh, tell me, pretty river," also 
from the Normal Fourth Reader, Lowell's Fountain, and Mrs. 
Whitney's The Alder by the River. 

In connection Avith the ivy should be read Dickens's Ivy Green, 
and apropos of the violet, Lucy Larcom's Calling the Violet. 

Sing: Chopin, Berceuse. (The children hum the melody.) 
Schumann, Slumber Song. 
Open your Eyes, my Pansy Sweet, C. B. Hubbard's book 

of Kindergarten Songs. 
The Ivy Green. 

IV. The School. 

1. The Story. 

The ideal of Roman education is thus expressed by 
Cicero : " The children of the Romans are brought up 
that they may some time be useful to the country, and 
hence should be taught the natui'e of the state and the 
regulations of our forefathers. Our country has borne 
and educated us on that condition — that we consecrate 
to its service the best powers of our spirit, talent, and 
understanding ; therefore we must learn the art through 
which we can serve the state, for I hold that to be the 
greatest wisdom and the highest virtue." 

Read selections from Juvenal's Satire X. (from "The child 
with whom " — ending "Rivals both in eloquence and fame ! "), to 
show a picture of a Roman boy going to school. 



THE WORK OF THE GRADES, IN OUTLINE. 177 

Physical education : taught to ride, run, leap, box, 
and swim, also military drill. Mental : reading, writ- 
ing, arithmetic, oratory ; poets, and the speeches of the 
senators. Manual : industrial trades of the parents. 
Civic learning : the laws of the Twelve Tables. 

2. Comparison. 

The education of the Romans is compared with that 
of the past periods studied, and with that of our own 
times, both as to the ideals and the actual practice of 
each. The relation of Roman to Greek education is 
particularly emphasized. 

3. Measure. 

Problems are made from facts regarding the school- 
room and school building. Have the children make 
measurements of dimensions as far as possible. Draw 
plan of schoolroom to scale. Locate objects in the 
room. Give semi-cardinal points for description of a 
room in the building, of the school building and sur- 
roundings. Roman notation ; let the children calculate 
by tens and twelves and find which is easier. Use of 
two kinds of money based upon the decimal and duo- 
decimal system. Work with factors and multiples of 
ten and twelve. Let them compare the school year of 
Horatius with their own. Compare his holidays with 
our New Year's and February 22d. Find the value of 
a denarius if fifty equalled one dollar (amount of a 
Roman teacher's monthly fee). Find as many things 
as possible to which the Romans applied the number 
twelve. Compare with things to which we apply that 
number, and see if any relationship exists. Facts about 
book making and binding ; paper and pencil making. 



178 organic education. 

4. Expression. 

Make tablet and stylus ; draw articles used then and 
now in school. Describe or show by pictures the pro- 
cesses of pencil and book making. 

Read : F. D. Sherman, Vacation Song. 
V. Social Life. 

1. The Story. 

The ideal on the negative side may be presented 
through the statue of the Dying Gaul, The Gladiators 
by GdrOrae, Nydia by Rogers, and descriptions from 
Bulwer Lytton's Last Days of Pompeii. 

On the positive side, pictures of social life by Coo- 
mans, pictures of the Appian Way, description of Dido's 
banquet for ^neas in ^neid, Bk. I. 

The following lines, translated from Horace, express 
a characteristic Roman attitude toward life, which in- 
fluenced their social diversions : — 

"Lord of himself that man will be 
And happy in his life alway, 
Who still at eve can say with free 
Contented soul, ' I've lived to-day ! 
Let Jove to-morrow, if he will, 
With blackest clouds the welkin fill. 
Or flood it all with sunlight pure. 
Yet from the past he cannot take 
Its influence, for that is sure ; 
Nor can he mar or bootless make 
Whate'er of rapture and delight 
The hours have borne us in their flight." 

Games of the children : dolls, hobby horses, toy 
houses, carts, tops, dice, stilts, marbles, balls, playing 



THE WORK OF THE GEADES, IN OUTLINE. 179 

court and senate, and the game of Troy. Feasts, holi- 
days, etc. (Note especially their relation to religion.) 
Hospitality : guest, friend, client, etc. 

2. Comparison. 

Compare on all these points Roman life with that of 
all previous periods and with our own. 

3. Measure. 

Various number-facts are secured from the children 
in regard to their games, entertainments, etc. 

Such questions as the following are suggested : — 

What is a good number with which to carry on certain games ? 

What combinations can be made? What do you do when 
there are too many? Not enough? Number of marbles pos- 
sessed by different boys? How gotten? (Show wrong of playing 
"for keeps.") 

How much do marbles cost? Tops? Balls? 

How many dolls have the girls ? How many dresses for each ? 
How many dishes? For how many dolls could they set a table? 
How many rooms in their play-houses ? Furniture in each ? 

Did you ever go out of town for a visit ? Where ? How long- 
did it take? How much did it cost? How many people helped? 

How long does it take to go to and back? Its cost? Cost 

for different entertainments? 

4. Expression. 

Play the games Horatius played, and invent new 
ones from the life of the present, such as voting, mayor, 
city council, policeman, etc. Describe and illustrate 
Roman visits and public entertainments, processions, 
etc. Show by drawings the differences between a 
Roman party and a modern one. 

Read selected lines from Ovid's story of Daphne, and the 
description of the chariot race in Ben Hur, by Wallace. 



180 ORGANIC EDUCATION. 

VI. Industrial Life. 

1. The Story. 

Agriculture : raising of horses, sheep, goats, pigs, 
poultry, birds, bees. Implements used, processes, prod- 
ucts, methods (rotation of crops). Commerce and 
exchange. Spinning, weaving, preparing and making 
garments. Public bakeries. Industries related to war- 
fare. Explain the relation of the decline of industrial 
life to the fall of Rome. Building. Commerce. 

Read selected stanzas from Whittier's The Huskers, and extracts 
from Virgil's First Georgic and Thomson's Seasons. 

2. Comparison. 

Note the advance in industrial life from Hiawatha to 
Horatius, then from Horatius to the present. 

3. Measure. 

Make problems from facts brought in by the children 
as to the industrial life with which they come in con- 
tact. Explanation of origin of Roman measures of 
length, surface, weight, liquid and dry measure. Com- 
parisons with our measures ; teach such of ours as are 
in most common use, which have not been taught be- 
fore, as the barrel. Building to exact measurements. 

4. Expression. 

Describe and illustrate industrial processes of Roman 
times and of the present. Make some of the imple- 
ments common to both times. The children should be 
helped to make gardens of their own and to take part 
as intelligently as may be in industrial life as they come 
in contact with it. 

The children learn to hum Wagner's Spinning Song from The 
Flying Dutchman, and Prize Song from Meistersiuger. 



THE WORK OF THE GRADES, IN OUTLINE. 181 
VH. The State. 

1. The Story. 

Show how the state is the focus of Roman life, and 
the basis of all Roman ideals of character. Most of the 
material for this topic has been involved in topics previ- 
ously discussed — The Home (Physical Environment), 
The School, Social Life, and the Church. 

The character gtories mentioned at the beginning of 
the outline show the military ideals and regard for law. 

The story of The Bell of Atri may be told and parts read by 
the children. The children learn of the armor and implements of 
war, the use of public buildings. They should be told of the 
Roman law regarding libel. 

Pictures that may be used are the Death of Caesar by Gerome, 
and the same subject by Piloty. 

VIII. The Church. 

1. The Story. 

The ideal may be shown in the stories connected with 
religious life in the story of Horatius in the Ten Boys, 
particularly the story of Horatia. Temples, especially 
the Temple of Jupiter and the Temple of Vesta. Reli- 
gious holidays. The sacred hearth ; Lares and Penates, 
sacrifices. 

2. Comparison. 

The children compare the pictures of the temples 
with the churches they see. Compare the religious 
holidays, the religious spirit then and now. Is religion 
as much a part of all living now as it was then ? 

3. Expression. 

The children build temples and churches with blocks. 



182 .ORGANIC EDUCATION. 

Picture processions to temples and churches. Draw the 
story of Horatia. 

The children read and learn Psalm XV. 

Sing : Night and Day, in the St. Nicholas Song Book. 

Books of Reference : — 

Andrews, Ten Boys. 

Preston and Dodge, Private Life of the Romans. 

Smith, Dictionary of Greek and Roman Antiquities. 

Gilman, Story of Rome. 

Butterworth, Little Arthur's Story of Rome. 

Von Falke, Greece and Rome. 

Becker, Gallus. 

Parker, Archaeology of Rome. 

Middleton, The Remains of Ancient Rome. 

Burn, Ancient Rome and its Neighborhood. 

Dennie, Rome of To-day and Yesterday. 

Church, Stories from Virgil. 

Church, Stories from Livy. 

Church, Rome in the Days of Cicero. 

Anthon, Dictionary of Roman Antiquities. 

Hale, Boy Heroes. 

Rawlinson, Ancient Religions. 

Rydberg, The Emperors in Marble. 

Hope, Thomas, Costumes of the Ancients. 

Sherman, F. D., Poems. 

Field, Eugene, Poems. 

Pliny, Letters. 

Lanciani, Ancient Rome in the Light of Recent Discoveries. 

Morgan, Thomas, Romano-British Mosaic Pavements. 

Guerber, Myths of Greece and Rome. 

Clarke, Education of Children in Rome. 

Meneffe, Stories from the Masters. 

Guerber, Story of the Romans. 

Bulwer Lytton, Last Days of Pompeii. 

Shumway, A Day in Ancient Rome. 

Mommsen, History of Rome. 

Myers, History of Rome. 



THE WOBK OF THE GRADES, IN OUTLINE. 183 

Duruy, History of the Romans. 

Gell, Books on Pompeii. 

Boissier, The Comitry of Horace and Virgil. 

Boissier, Pompeii and Rome. 

Beesly, Stories of Rome. 

Home, The Buried Cities of Vesuvius. 

Stories of Ancient History, by a Mother. 

Poulsson, In the Child's World. 

Abbott, Story of Romulus. 

Mariott, Facts about Pompeii. 

Gell, Topography of Rome. 

Taylor and Cresy, Architectural Antiquities of Rome. 

Forbes, Rambles in Rome. 

Church, Colour. 

Pictures and Statuary: — 

Head of Young Augustus. Capitoline Museum, Rome. 

Antinous. Capitoline Museum, Rome. 

Raphael, Hours. 

Raphael, Days of the Week. 

Augustus. Vatican. 

Apollo in Chariot. From Guido Reni's Aurora. 

Le Roux, Vestal Virgins. 

Le Roux, The Vestal Tuccia. 

Dying Gaul. 

GerQme, The Gladiators. 

Rogers, ISTydia. University of INFichigan Art Gallery. 

Gerome, Death of Csesar. 

Piloty, Death of Csesar. 

Coomans, A Plot. 

Coomans, A Perilous Passage. 

Coomans, Education of a Young Patrician. 

Alma Tadema, A Vintage Festival. 

Burne-Jones, The Vestal. 

Gerome, Circus Maximus. 

Guerin, ^neas at the Court of Dido. 

Herring, Pharaoh's Horses. 

Schopin, Cornelia and her Jewels. 



184 ORGANIC EDUCATION. 

Daubigny, Landscapes. 

Rousseau, Landscapes. 

Raphael, ^Eneas leaving Troy. 

Knille, Antinous and Hadrian. 

Head of Mars. Munich. 

Bodenhausen, Nydia. 

Sichel, Vestal Virgin. 

Murillo, St. John and the Lamb. 

Murillo, Jacob's Dream. 

Pliny's Doves. 

Rubens, Romulus and Remus found by the Shepherd. 

Millais, Pomona. 

Chica, Race of Roman Chariots. 



WULF, THE SAXON BOY. 
Grade B 3. 

Ages of children, eight to nine. 

A. ANALYSIS OF CHARACTER. 

Wulf is typical of the radical iconoclastic element 
in character, which seems to be uppermost with the 
majority of children at this age. It is an era in which 
the laws imposed by others seem to have served their 
purpose. They are no longer followed blindly, but 
scrutinized, questioned, and rejected or confirmed ac- 
cording to the judgment of the individual. He has 
previously allied himself with the laws which have 
become apparent to him, and the alliance has been to 
his profitc But the very gaining of this profit has 
brought to consciousness the fact that this is not all 
he needs. He is not yet satisfied. He wants a deeper, 
a more fundamental law, a law which shall answer the 
demands of his own nature. It is not that the child 



THE WORK OF THE GRADES, IN OUTLINE. 185 

of this period is lawless. He is only following a law 
deeper than any he has yet known — the law of his own 
individual nature. This is preeminently the period of 
individualism. Cooperation on the same terms as be- 
fore does not seem to appeal to him, but it still exerts 
an unconscious influence upon action. This strength 
of individuality leads to a bold, fearless spirit, a vigorous 
manifestation of likes and dislikes, a hatred of insin- 
cerity, and a contempt for weakness of any sort. 

B. ETHICAL AIMS. 

This is the "storm and stress" period of childhood, 
and one of the most difficult to deal with. Here, if any- 
where, the teacher must be strong, sincere, and large- 
minded. Much patience is needed, for the child himself 
has none. No force of authority alone will carry any 
precept or rule. The appeal must be always to the 
individual judgment and sense of fairness, for nothing 
but surface obedience can be secured in any other way. 
The aim should be to direct and render intelligent this 
high sense of individualism, to develop right ideas of 
freedom and of personal responsibility consequent upon 
it. Independence of thought and action, a brave 
belief in oneself, and aspiration toward all nobility 
in character and life, are features of this period that 
should be fostered by every means possible. The right 
because it is right, not because it is compulsory, is the 
thought to hold before the children of this grade. 

C. IDEAL EMBODIED IN LITERATURE. 

Siegfried is the ideal character for this grade. His 
adventurous, fearless spirit is shown in his killing of 



186 ORGANIC EDUCATION. 

the dragon, and in the rescue of Brunhild ; his belief 
in himself, by his making of the sword Balmung; his 
desire for freedom in his going out into the world, leav- 
ing his trade ; his desire for what is noble, as shown by 
the story of the " curse of gold," by his purpose to right 
the wrong, to help the weak, and to punish the evil. 

I. Appearance. 

1. The Story. 

(a) Ideal. 

The German ideal of physical beauty is expressed 
in the description of Siegfried and of Balder as found 
in the general references. 

(b) Facts. 

Blue eyes ; long, golden hair ; ruddy complexion ; 
strong, powerful body. 

(c) Nature-Study. 

Physiology. The value of a strong and healthy body. 
How to make and keep the body strong. Study of lungs, 
tissues ; stimulants and narcotics ; cleanliness. 

Reference : Allen, The Man Wonderful. 

2. Comparison. 

Races of the past are compared with those of the 
present as to strength. Adaptation to life of the time 
and environment. 

The following questions are suggested : — 

Are people as strong in body now as they were then ? 

What causes the difference ? 

What can you do to become strong? 

Trace the appearance of Wulf in the children present? 



the work of the grades, in outline. 187 

3. Measure. 

Such questions as the following may be asked : — 

Are you stronger than you were ? 

Are you large ? 

How large are you ? 

Keep a record of your growth. 

Keep a record of your strength by what you can do : 
lifting, rowing, running, throwing, etc. 

Who is the strongest person you know ? 

What can he or she do ? 

How do these people use their strength for themselves 
and others ? 

How should they ? 

Age, measure of time, names of days of the week. 

4. Expression. 

Show the appearance of Siegfried by drawing and 
painting. Play games and use exercises of the Viking 
age. Draw pictures of some child in the room who re- 
sembles Wulf. 

n. Clothing. 

1. The Story. 
(a) Facts. 
Clothing of graceful pattern woven with great skill. 
Wool, linen, silk, threads of gold and silver, possibly 
velvet, leather, furs, embroidery. Garments similar to 
the present (see Viking Age by Du Chaillu). Beads 
of gold, silver, glass, bronze, amber, mosaic ; buckles, 
buttons, pins, bracelets, rings, hairpins, and ornaments. 
Sandals of leather and wood ; lace. Cloaks, fastened 
with fibula ; cap or hat ; shoes of leather or skins fast- 
ened with woollen strings. Silk string wrapped around 



188 OBGANIC EDUCATION. 

leg to knees. Gloves of skin, sometimes stitched with 
gold, sometimes lined with down. Needles of bronze, 
iron, bone, silver ; shears of iron. Colors : blue, red, 
green, scarlet, purple, gray (for every day), white (for 
slaves). Change of fashions. 

(b) Nature-Study. 
Study of silkworm, amber, tin (bronze). Continue 
study of color. The children should get some ideas of 
the scientific basis of color, and should experiment 
under the teacher's direction and by themselves. They 
should begin the study of color harmonies. The use of 
gold and silver threads in the decoration of clothing 
should bring out the idea of the ductility of silver and 
gold. As compared with this may be brought out the 
malleability of gold. 

2. Comparison. 

The clothing of Wulf is compared with the clothing 
of Horatius and the others, and with the children in 
school as to material, sources of material, style of gar- 
ments, adaptation to needs, difficulty in making, imple- 
ments used, advantages of present methods ; number of 
garments possible, stores, machinery, division of labor, 
decoration, coloring, comfort (relation to climate), 
aesthetic quality, cleanliness. Compare weaving and 
embroidery then and now. Compare standards of 
measuring. 

3, Measure. 

The children learn our standards as compared with 
those of Wulf for measuring distance, money, weight 
of gold and silver, number of garments. The children 
work with the standards themselves until they are per- 



THE WORK OF THE GBABES, IN OUTLINE. 189 

fectly familiar with them. Make problems from facts 
brought in by the children as to the amount of material 
needed for clothing (essential and ornamental, its cost), 
time for making (necessary, decorative, ornamental), 
cost of machinery, implements, cost of making, cleaning, 
ornamental accessories (belts, bracelets, rings, buckles, 
collars, etc.). They should learn the metric system. 

4. EXPEESSION. 

Cut patterns, make clothing for dolls of Wulf's time 
and the present (both boy and girl). Reproduce de- 
signs used by Wulf, for fibulse and other ornaments, 
and design new ones. (See Viking Age.^ Draw, 
paint, carve, hammer (repousse work), make, describe, 
sew. Correct use of terms required by this topic. 
Words and expressions in German corresponding to 
articles of dress, materials, occupation, processes, im- 
plements, people engaged in different kinds of work. 

Read : Robert of Lincoln, Bryant. 

Song: Spin, Lassie, Spin. Music by Reinecke. 

m. Home. 

1. The Stoky. 

(1) Environment. 
(a) Physical. 

Ideal — Description in Siegfried's Journey to Bur- 
gundy. 

Facts — Brook-basins, water-partings, pastures, for- 
ests, meadows, marshes, mountains, rivers, sea, cold win- 
ters; moist climate; fish; iron, gold and silver, clay. 
Domestic animals : horse, cow, sheep, dog. 

Read in the story of Siegfried, The Story of Bragi, Balder, The 
Waking of Brunhild, and How the Springtime Came ; also Long- 



190 ORGANIC EDUCATION. 

fellow's Tegner's Drapa (Death of Balder), and Matthew Arnold's 
Balder Dead (selections). Selections from Tennyson's Brook may 
be read, Longfellow's The Brook and Wave, Tennyson's The Oak, 
Bryant's March and The Cloud, Wordsworth's I wandered lonely 
as a Cloud. 

Sing : There was a Pretty Dandelion, St. Nicholas Song Book. 

(b) Nature-Study. 

Study the general structural features of the country 
about the children's homes, the kinds of slopes, water- 
parting, brook or river (study river) basin, direction of 
slope, velocity of water, banks and mouth, soil carried 
by the water, rise of stream. Study one of the kinds 
of trees mentioned in Wulf's environment. Select one 
near school building for all to observe, though children 
may observe others in different places. Have children 
learn the names and distinguish tlie aspect and leaves 
of trees they see. Show them some mistletoe and tell 
them how it grows. Lead them to observe any animal 
life they can find related to the tree, as squirrels, birds, 
caterpillars, etc. Of what use were these trees and 
animals to Wulf? To us? Teach evaporation and 
production of moisture, from the experience of the 
children. Have the children observe daily tempera- 
ture and position of the sun. In connection with the 
city water-supply, study the pump. With physical 
environment study capillarity. 

The children should begin to make classifications of industries 
as productive, transforming, exchanging; and of products as to 
their uses. 

(c) Artificial. 

The village. Explain its plan fully, including its 
government, as a basis for the work of the children 



THE WORK OF THE GRADES, IN OUTLINE. 191 

upon their own city. The study of their own city 
should be made here as fully as the comp-rehension of 
the children will permit. 

The ideal here is Asgard, the dwelling of the gods. 

(2) The House, etc. 

Naming. Arrangement, quadrangle, with the front 
facing an open space or grass-plot, the whole sur- 
rounded by a fence, entered by a gate. Shingle cov- 
ered and tarred ; iron work ; carved doorways. Hall 
or sitting room : walls hung with tapestry, carvings 
on walls, hung with shields and weapons, some of them 
inlaid with gold and silver; used for feasts. Dining 
room : built east and west ; two doors, one for men, 
the other for women ; benches and high seats of honor 
for the table, which were carved and cushioned, and 
some parts painted ; the master sat at the head of the 
table with his wife at his left; furniture. Sleeping 
rooms : windows open or covered with membrane ; for 
upper rooms a balcony and an outside stairway ; no 
chimneys, an open hearth on the floor, with turf 
(sometimes) used as fuel. Pantry used to prepare 
food. Straw on the floors. Keys. 

Food: bread, butter, curds, ale, mead, buttermilk, 
fish, meat, wild fruits (raspberry, blackberry). Drink- 
ing-horn, spoons of horn. Vessels of silver, bronze, 
clay, glass. Feasts, women sometimes served. Candles. 
Study the essential elements in food. 

(3) Family Life. 

The ideal of the time as embodied in literature is 
shown in the story of Siegfried. 

The father's influence is paramount. The mother 



192 ORGANIC EDUCATION. 

is loved and honored. Children are held in high 
regard. Position of servants. 

2. Comparison. 

Compare (not with too much detail) the structure, 
soil, and climate of Germany with that of our own 
section of America, the plants and animals of the 
two regions, noticing their adaptation to environment. 
Compare Wulf's village with Rome and with our own 
city. Compare a home of Wulf's time with one of 
the present as to family ties, servants, structure, ma- 
terial, plan, number and use of rooms, provision for 
heat and light, protection, beauty ; adaptation to the 
climate, environment, habits of life, etc. 

3. Measuee. 

Learn the origin of the names for the days of the 
week. Measure the growth of plants, the length of 
shadows, the amount of evaporation, changes in tem- 
perature. Find the time it will take a piece of wood 
or a boat to float on the river a certain distance. 
Measure streets and blocks, lots and houses. Have 
the children find the size of the house and lot where 
they live, area, perimeter. Teach the rod, square rod, 
mile, and square mile, and connect with farming as to 
origin ; the measuring of land, by lots, blocks, width 
of street, size of small parks. Measures and standard 
used in their own houses as to lumber, bricks, glass, 
shingles, paper, plastering, papering ; for lighting of 
different kinds, for heating ; food. Cost of furniture 
by sets and pieces, tableware, linen, kitchen utensils. 
Estimate the cost of the cheapest meal containing es- 
sential elements. Estimate the number of dishes and 



THE WORK OF THE GRADES, IN OUTLINE. 193 

the cost of food for a children's party. Have the 
children tell the inventions in their own homes that 
have been made since Wulf's time. 

4. Expression. 

Draw a map of the country about to show slope ; 
draw map of schoolroom and school yard to scale. 
Draw, mould, paint, describe things seen in the parks, 
and in the country round about. Draw trees, flowers, 
and animals studied. Draw and paint leaves and 
flowers, mould nuts. Make an island in sand, show 
its relation to the river. Show brook-basin with the 
water-parting, in the sand. Draw forest, meadow, 
marsh, mountain. Mould mountain. Draw plan of 
Wulf's town, and show its general features, and a 
map of our own city. Have the children make a play- 
house to resemble a house of Wulf's time, and one 
like their own, furnish them with appropriate furni- 
ture, and make dishes and wagons, by drawing, color- 
ing, making, moulding, carving, whittling. Invent new 
designs. Describe and play scenes to illustrate the 
home life of each period. 

Read : Whittier, Barefoot Boy. 

Celia Thaxter, The Robin. 

Schiller, The Rainbow, Moon and Stars. 
Sing : The Sing-away Bird, in Si. Nicholas Song Book. 

The Song of the Robin. 
Pictures : Rusdal, Landscapes. 

IV. School. 

1. The Story. 
(a) Ideal. 
The ideal as embodied in literature may be shown 



194 ORGANIC EDUCATION. 

in the story of Siegfried's apprenticeship to Mimer. 
Picture, The Forging of Balmung, Howard Pyle. 

(b) Facts. 

Warlike exercises. Athletic games. Learning poetry, 
saga-telling, riddles, chess, harp-playing, runes. Moral 
code. Purpose, to preserve a strong people ready for 
war, and for social life. Custom of sending children 
to the home of some prominent man to have the benefit 
of the education of his sons. 

(c) Nature-Study. 

Study chalk, and graphite (in pencils), where found 
in our own state, and how obtained. Processes of manu- 
facture. Study iron from ore to making of steel. Iron 
in the soil as source of plant food and material for 
paints. Iron in the human body. 

2. Comparison. 

Have the children tell the differences between edu- 
cation then and now. Try to have them understand 
what school is for, that it is for them, that what they 
are to become depends largely upon what use they 
make of it, that school should help them every day. 

3. Measure. 

Any measurement growing out of games, feats of 
strength, skill, time occupied in different kinds of 
school exercises, time out of school spent in games. 
Teach 60 minutes = 1 hour, 24 hours = 1 day, 30 days 
= 1 month, number of days in the different months, 
365 days = 1 year. Measurement of room, of pupils, of 
points in the weather report. 



the work of the grades, m outline. 195 

4. Expression. 

Have the children tell the story of the German boy's 
school, illustrating by drawings. Let them tell riddles, 
and devise a moral code. Have them make up sagas, 
telling of the noble deeds they have seen, or of which 
they have heard, and sing songs of noble deeds. Have 
the children find out the German equivalents for some 
of our most common and necessary words ; let them 
determine some of the differences in idioms. 

Read : Longfellow, The Village Blacksmith. 

Story of Sigmuiid, from Morris's Sigurd the Volsung, 
Sing : Mozart, The Blacksmith. 

V. Social Life. 

1. The Story. 

(a) Ideal. 

As representing ideals of the time in social life, read 
accounts of Siegfried's visit to Regin, and Regin's 
playing, of Bragi the harper, of the Feast in Aegir's 
Hall, how Brunhild was welcomed home, etc. 

(b) Facts. 

Great hospitality. Feasts. Preparation of halls. 
Entertainment: poems, sagas, music (harp and form of 
violin), toasts, skalds. Seating of guests. Presents to 
guests. Servants, service of women. Festal dress of 
men and women. Dishes of gold, silver, bronze, glass, 
etc. Chariots, carriages, horses, candle-bearers furnished 
by host to take the guests home. 

Games : checkers, riddles. Falconry and hunting. 

2. Comparison. 

Have the children tell of their own social pleasures, 



196 ORGANIC EDUCATION. 

plays, games, entertainments. Let them say which 
they like best, and why ; what preparations they make ; 
how they behave. Do they try to make others enjoy 
themselves? Have we any customs similar to those of 
Wulf s time ? Compare with the pleasures of Horatius 
and of others before him. 

3. Measure. 

Materials, amount, and cost of cake for a children's 
party. Of lemonade. Of other kinds of food used. 
Cost of tickets for entertainments for the children of 
one family. Cost for a family to go to a picnic. 

4. Expression. 

Copy beautiful designs of articles used by people 
of Wulf's time ; vessels, chairs, embroideries, fibulse, 
musical instruments, costume, chariots. Dress dolls for 
a party, arrange play-house, set table, make and carve 
furniture. Describe and picture a social scene of 
Wulf's time. Tell the stories they told. Sing appro- 
priate songs. 

VI. Industrial Life. 

1. The Story. 

The ideals of industrial life at this period are em- 
bodied in the stories of the dwarfs, who are the great 
workmen. Alberich's Story (in Adventure XV., Stor^/ 
of Siegfried~), and Siegfried's forging of the sword Bal- 
mung, and the Story of Riger, should be read in this 
connection. The chiefs of this mythical age did not 
disdain work, but they never wrought from the desire 
for gold, but rather to gain power and the means to 
do some friendly or generous act. The story of the 



THE WORK OF THE GRADES, IN OUTLINE. 197 

Curse of Gold is especially significant in this connec- 
tion. 

Making of armor and weapons. Agriculture (rota- 
tion of crops). Goldsmith's art — smith held in great 
honor. Glass-making. Enamelling. Weaving — great 
skill, threads of gold and silver interwoven. Embroid- 
ery, beautiful designs, tapestry (historical subjects). 
Ship-building (beautiful sails). Boats for war, fishing, 
and trade. Salt and tar making. Bronze, gold, and 
silver ring money. Insurance companies (show prin- 
ciple). 

Nature-Study. 
Study the elements of glass and sequence of manu- 
facture of glass making. Stud}^ woods of different 
kinds. Why did the Germans and why do people of 
the present time choose certain kinds of wood for cer- 
tain purposes? 

2. Comparison. 

Compare the primitive method of making steel with 
that of the present (in essential points only). 

Why not wear armor now? 

Why didn't they use guns then ? 

Why did they have and care so much about such 
beauty and variety in armor and weapons ? 

How could they wear such heavy armor ? 

Compare weaving then and now, boats, number of 
occupations at that time and in ours. Why the differ- 
ence? Take the occupations represented in one block 
in your city, and see if the children can trace any of 
them back to Wulf's time. Do we ever have such 
beautiful harness and decorations for our horses? 



198 ORGANIC EDUCATION. 

When? Would you rather use such money as theirs or 
ours ? Why ? Compare German with Roman industries. 

3. Measure. 

Proportion of parts in making steel (teach percent- 
age). Measure used in weighing gold. Cost of orna- 
ments in gold ; cost of common glassware and of 
beautiful kinds (such as Bohemian). Why the differ- 
ence? Difference in size, capacity, and rate of speed 
between boats then and now. Length of fishing voy- 
ages. Time required for voyages of a certain length. 
Difference in time required for weaving then and now. 
Exact measurements used for all articles made in the 
expression work. 

4. Expression. 

Tell, or write, and illustrate by drawings the pro- 
cesses of sword-making and of boat-building. Draw 
beautiful vessels, ornaments, designs for swords, em- 
broidery, boats. Whittle, carve, or paint swords, shields, 
and boats. Mould and decorate vessels of beautiful form. 
Make a loom. Embroider. Make wagons, chariots, and 
a " dragon " boat. Learn words from the German lan- 
guage for most important objects and industries. 

Read: Longfellow, King Olaf's Return (tenth and eleventh 

stanzas). 
Sing : There's a Ship on the Sea, St. Nicholas Song Book. 

VII. The State. 

1. The Story. 

The basis of government at this period was the idea 
of individuality. Every free man was entitled to follow 
the leader whom he chose as most worthy. Nothing 
but nobility could gain a following. Property was 



THE WORK OF THE GRADES, IN OUTLINE. 199 

earned rather than inherited. The spoils of battle were 
divided according to the part each had borne in the 
fight. Every free man had his share in the government. 
(Note moot-courts, landmarks, etc.) 

2. Comparison. 

The freedom of Wulf is compared with that of Hora- 
tius and those before him. 

Such questions as the following ai'e suggested : — 

Could Horatius choose his leader ? Do we ? 

Who else had this privilege among the boys about whom we 
have studied? 

Did all the people in Rome take part in the government ? 

Were there serfs and slaves in Rome? 

Where did the Romans meet to decide what should be done for 
the people? The Greeks? 

Compare the German moot-court with our city government in 
essential points. 

Do we divide the land as the Germans did? 

How does any one procure land now? 

Is there any land used in common now? 

To whom does this belong? What is tlie city treasurer for? 

Were punishments the same now as then ? 

What is a jail for? A police court? 

Have the people as much to say about what shall be done for 
all now as then? 

Are the people as well taken care of ? 

What things are owned by the city you live in ? 

Why do we have firemen, postmen, etc.? 

Why not take care of ourselves ? 

3. Measure. 

The city government is studied with especial refer- 
ence to the number of people required to transact its 
business — councilmen, policemen, board of education, 
fire department, etc. Time of holding oifice. 



200 ORGANIC EDUCATION. 

4 

4. Expression. 

The children show by telling, drawing, and playing, 
the ideas they have gained of the state in Wulf's time 
and the present. 

Vni. Religion. 

1. The Story. 

Stories of Odin and the Creation. The tree Ygdrasil. 
Asgard. Valhalla. Code of morality. 

The teacher should read for herself The Hero as Divinity in 
Carlyle's Heroes and Hero Worship. 

2. Comparison. 

Compare with previous religions and with the chil 
dren's conceptions. 

3. Expression. 

The expression will be shown in moral character. 

Read : Longfellow, Tegner's Drapa, and parts of the Saga of 
King Olaf. 

Reference Books : — 
Du Chaillu, Viking Age. 
Morris, Sigurd the Volsung. 
Anderson, Norse Mythology. 
Green, History of England (Chap. I.). 
Tacitus, Germania. 
Gunimere, Germanic Origins. 
Gibbon, Decline and Fall of the Roman Empire. 
Kingsley, Roman and Teuton. 
Kemble, Saxons. 
Guizot, History of Civilization. 
Stubbs, Constitutional History of England. 
Baring-Gould, Story of Germany. 
Adams, Civilization during the Middle Ages. 
Beowulf. 



THE WOBK OF THE GRADES, IN OUTLINE. 201 

Freeman, Norman Conquest. 
Lord, Beacon Lights of History. 
Baldwin, Story of Siegfried. 
Andrews, Ten Boys. 

The pictures by Howard Pyle in Baldwin's Siegfried should be 
shown, those in Dippold's The Ring of the Nibelung, photographs 
from Wagner's Siegfried, Hoffman's and Pixis' pictures of Wag- 
ner's operas, Schnorr Von Carolsfeld's wall pictures. 

Stobe, Head of Valkyrie. 

The Sleeping Beauty's Palace. 

Siegfried awakens Brunhild. 

Dielitz, AVoton's farewell to Brunhild. 

Dielitz, To AValhalla. 

Howard Pyle, Siegfried forging the Sword. 

Howard Pyle, Siegfried and the Dragon. 

Dielitz, Siegfried and the Dragon. 

Constable, The Cornfield. 

Millet, The Rainbow, Angelus. 

Landseer, The Monarch of the Glen. 

Rosa Bonheur, On the Alert, The Norman Sire, Ploughing. 

Herring, Village Blacksmith. 

Velasquez, Tapestry Weavers. 

GILBERT, THE FRENCH BOY. 

Grade B 3. 
Ages of children, eight to nine years. 
A. ANALYSIS OF CHAKACTER. 

In the child of this period altruistic tendencies, 
his desire to serve, are closely intertwined with the 
spirit of adventure. His is the high tide of life that 
inevitably makes the expression of noble conceptions 
aggressive. He is impatient to right wrongs at once. 
He is not willing to wait for growth and development. 



202 ORGANIC EDUCATION. 

He likes to pose as a protector, and is usually not re- 
luctant to accept the glory due his exploits. He has 
greater patience and endurance than Wulf. He com- 
prehends to some extent the conditions of life about 
him, and begins to recognize more clearly the inequali- 
ties of society. The contrast between his strength and 
the weakness of others arouses sympathetic feelings and 
impulses of helpfulness. His altruistic ideal manifests 
itself in greater though tfulness for others (politeness). 
The beauty of goodness, of conduct, of appearances 
appeals to him. The impetuosity which often led to 
the rudeness of Wulf has been tempered into self-con- 
trol and deference. High ideals of conduct characterize 
him in all relationships and especially in friendship. 

Read selections from Tennyson's Idylls of the King, Holy Grail, 
etc., to show the characteristics of a true knight, Lowell's Vision 
of Sir Launfal, and other references given. 

B. ETHICAL AIMS. 

Because of the desire of children of this age to pose 
as protectors for those weaker than themselves, the 
chivalrous impulses, the love of adventure, the sus- 
ceptibility to high ideals and the tendency to supersti- 
tion, the ideals of mediaeval chivalry, are the rallying 
points for all the work of the grade. Of these, service 
stands first, and, in order to service, worthiness, which 
means, specifically, courage, loyalty, and purity in heart 
and life. 

C. MATERIAL. 

The " storm and stress " of Wulf's period has now 
become somewhat centralized about the ideals of Chris- 



THE WORK OF THE GRADES, IN OUTLINE. 203 

tianity. The Christian conception of service has come 
in to furnish an outlet for the superabundant energies 
of the age, and to satisfy at the same time its genuine 
aspirations toward nobility. Gilbert is not the nega- 
tion, but the further development of Wulf, a develop- 
ment focussed upon the Christian standard of life as 
then conceived. 

The ideal characters for this period are Roland and 
King Arthur's knights, especially Sir Galahad, who is 
characterized in the minds of the children by the couplet : 

" My strength is as the strength of ten, 
Because my heart is pure." 

King Arthur is known by the description : — 

" Who reverenced his conscience as his king ; 
Whose glory was, redressing human wi'ong ; 
Who spake no slander, no, nor listened to it ; " 

and the Arthurian ideal of knighthood by the phrase : — 

" Wearing the white flower of a blameless life." 

I. Appearance. 

1. The Story. 

Ideals of personal appearance are embodied in de- 
scriptions of Roland and Charlemagne in Baldwin's 
Sto7y of Roland, and in the pictures of Fra Angelico. 
Description of Galahad and Siege Perilous in Tenny- 
son's Holy Grail. 

Read : The Poet's Tale (Charlemagne), Longfellow. 

Strong bodies. Manly bearing in men, graceful bear- 
ing in women. Training of body for strength, skill, 
grace. 



204 organic education. 

2. Comparison. 

The ideals for personal appearance in chivalric days 
are compared with those of previous periods studied, 
and with those of the present ; the appearance of Gil- 
bert with that of the type-characters of earlier epochs, 
and with that of the children in the room, as to strength 
and grace, fearless but kindly expression, military bear- 
ing, and courteous conduct. 

3. Nature-Study. 
Physiology. 

Value of physical exercise ; habitual positions. Breath- 
ing (lungs), eating (teeth). 

4. Expression. 

The children strive for grace of bearing, for fearless, 
kindly facial expression, for control of the countenance, 
whatever may be the feeling, for beautiful behavior, 
politeness, thoughtfulness, and adaptability. 

II. Clothing. 

1. The Story. 

Armor, tunic, cloak, shoes, purse, hat or cap. Silk, 
fur. 

Read : Description of Arthur at Camelot, in Elaine. 

Charlemagne, in the Story of Roland. 
Pictures illustrating the dress of the period are found in — 
Kretschmer and Rohrbach, Costumes of all Nations. 
Le Costume Historique, Vol. III. 
Lacroix, Mannei'S, Customs, and Dress of the Middle Ages. 

2. Comparison. 

Compare with dress of former periods. Show in- 
fluences of both Roman and German. Compare with 



THE WORK OF THE GRADES, IN OUTLINE. 205 

the present. Which shows more grace in design, more 
pleasing combinations of color ? Same points as under 
study of Wulf. 

3. Measure. 

Same points as under Wulf. 

4. Expression. 

The children dress dolls to show the dress of a boy 
and a girl of Gilbert's time and of our own. They copy 
pictures showing different costumes. 

III. Home. 

1. The Story. 

(1) Environment. 

(a) Physical. 

Temperate, sunny climate. Mountains, streams, for- 
ests, vineyards. Deer, hawk, eagle, peacock, heron. 
Rose, fleur-de-lis. Building stone. 

Read : Tennyson, The Splendor falls on Castle Walls. 

Lowell, The Oak. 

Longfellow, Flower-de-luce. 
Sing : Schubert's The Wanderer, and Winds are Breathing. 

(b) Artificial (ivith Industrial Life^. 

The community within the walls of the castle, possi- 
bly a village and a monastery near the castle. Differ- 
ent occupations carried on inside and without the walls. 
Cooperation and division of labor, how related to each 
other. Hospital, school, chapel, fairs ; peddlers ; roads ; 
bridges. 

Read: Lonsjfellow's The Builders and The Castle-builder. 



206 organic education, 

(2) House. 

(a) Structure. 

Ideal castles on the Rhine. Discuss the plan of the 
feudal castle, in general and in detail, showing its re- 
lation to its environment and to the needs of the times. 
Windows, moat, drawbridge, and wall (purpose). Heat- 
ing, lighting. Bring out the children's ideas as to the 
beauty of the castle architecture. Show pictures of 
famous castles. Show Warwick Castle and one of the 
ducal palaces of Venice, studying for likenesses and 
contrasts. Read the description of Arthur's Hall from 
Tennyson's Holy Grail. 

Read : Scott, Marmion, from the line, 

" My castles are my king's alone," to 
" Let the portcullis fall ! " 

(A plan of a feudal castle is to be found in Sheldon's General 
History.) 

(b) Furniture. 

Beautiful carved furniture, tapestry, etc. 

Pictures of the interior of a medifeval castle and its furniture 
are shown in Le Costume Historique, Vol. HI. 

(c) Food. 

The description of the feast given in Chapter II. of 
the Story of Roland shows the ideals of the time. The 
following points should be covered : Kinds of food, how 
served. Duties of pages at meals. Fine pottery and 
vessels of various kinds. Courses. Table accessories, 
customs, etc. 

(3) Family Life. 

Beautiful family relationships ; politeness, service. 
Position of women. Boys proud to serve their parents, 



THE WORK OF THE GRADES, IN OUTLINE. 20T 

especially the mother. Hospitality. Duties of differ- 
ent members of the household community. Servants. 
Pets : horses, dogs, hawks. 

The ideal relationship between mother and son is that 
between Roland and his mother, the Lady Bertha. 

Read to the children selections from — 
Dove in the Eagle's Nest, Yonge. 
Tennyson, Story of Gareth (for obedience). 
Sing : Lullaby, J. G. Holland, in St. Nicholas Song Book. 
Mendelssohn, Home-Sigh. 

2. Comparison. 

Compare Gilbert's home with the homes of all pre- 
vious persons studied. Contrast the city life of Darius, 
Cleon, and Horatius with this. Compare with German 
village. Difference in kind of leadership. Carry on 
work begun under Wulf on our own city, using the 
simplicity of the historic period to explain the com- 
plexity of this. Compare the work of monks in farm- 
ing, building, draining swamps, making roads and 
bridges, with such work now. Compare the period of 
Gilbert with that of other type-characters studied, and 
with our own as to family ties, relation of children to 
parents, structure of the house, food, customs at table, 
etc. 

3. Measure. 

Number of people required to satisfy the ordinary 
wants of life, number to supply luxuries. Compare the 
number of people then needed for the raising of grain, 
its grinding in a simple corn-mill, and its baking in the 
oven, with the number required to prepare bread for us. 
Consider the standards growing out of the necessary 



208 ORGANIC EDUCATION. 

exchanges. The cost of measures of each form from 
grain to bread. Equivalents ; as, an acre will produce 
so much wheat, a bushel of wheat so much flour, a 
pound of flour so much bread, a loaf of bread costs so 
much, etc. Take other occupations in the same way, 
as time permits. Study other occupations belonging to 
the period : illumination of manuscripts, mosaic work, 
staining glass, painting, frescoing, carving, enamelling, 
metal work, clock making. In the study of the last 
named, get the dimensions of the wheels, length of 
pendulum, measures of time. Dimensions of river 
bridge. Compare with those of the bridges on the 
local river. Study the lever, principle of a fountain. 

4. Expression. 

The children construct the environment of the castle, 
physical and artificial, by means of sand, blocks, or any 
appropriate materials. They reproduce the life of the 
time in their games. Different occupations are chosen 
by different children and each acted out. They build a 
castle of blocks, or mould it in clay, draw plan, make 
play-castle and its furniture. Set table and have a feast 
with dolls for people. Mould dishes, paint design for 
tapestry. 

Industrial Life is included in the study of the home. 

IV. School. 

1. The Story. 

Ideal of Lady and Crentleman. 
. Training for knighthood : page, squire, knight. 
Religious training. Training in courtesy. Studies : 
reading, writing, number, geography, history, literature. 



THE WORK OF THE GRADES, IN OUTLINE. 209 

music, alchemy. Sources of learning : manuscripts, 
travellers, teachers. Education of girls ; heroic girls. 
From the fact that many people of that time could not 
read books or manuscripts, show how art grew out of 
the necessity of communication. 

Read : Tennyson, Sir Galahad, and Morte d' Arthur. 

2. Comparison. 

Compare the education of Gilbert with that of the 
type-characters in former periods, emphasizing the pur- 
pose of the education in each case. Compare the pur- 
pose in former times with that of our own age. Have 
the children tell what their own education is for. 

3. Measure. 

The children measure their own progress in knightly 
character from day to day, not comparing themselves 
with each other, but with some ideal knight, whom they 
choose to follow, as Sir Galahad, Sir Launfal, or King- 
Arthur. 

4. Expression. 

The children tell and write stories of their favorite 
knights, illuminating their manuscripts and drawing 
pictures to illustrate them. They act out scenes from 
the careers of these knights. They make the coat-of- 
arms for one or more of them. They carry out the 
idea of knights and ladies in school and earn their own 
promotions from page to squire. They elect a king and 
queen chosen for character, and have the ceremony of 
knighting. They show how polite they can be to each 
other and to the teachers, the boys to the girls, and the 
girls to the boys. They bring in reports of polite things 



210 ORGANIC EDUCATION. 

they see, and try to be polite at home, in company, on 
the streets, in public places. They constitute them- 
selves knight-errants, keeping themselves pure in 
thought, word, and deed, seek everywhere and always 
to right wrongs, to defend the helpless and oppressed, 
yet with courtesy even to foes, to assist those younger 
and weaker to whom they can give help (particularly 
brothers and sisters at home), and to master all un- 
worthy feelings. 

The teacher should in this grade pay as little attention as pos- 
sible to the negative side, but lay emphasis upon positive ideals 
and attainments. She should impress the idea that no task is too 
small for a true knight if only it be really helpful to other people, 
and enlist them in crusades against the littering of the streets with 
papers, the careless throv^^ing of fruit-skins, etc., upon the sidewalks, 
and similar common abuses. 

Read: Longfellow, The Children's Crusade. (Part I, stanzas 
1-4 and Part II.) 

V. Social Life. 

The material upon this point, both real and ideal, is gained 
from the general references already given, especially from the 
story of Roland and Oliver, as the ideal of friendship, and for 
ideals of feasting and merriment, the description of English 
Christmas festivities of this period in Marmlon, Introduction to 
Canto VI. 

1. The Story. 

Brothers at arms. Banquets : minstrels, troubadours, 
games, stories. Tournaments. Hunting parties. Hos- 
pitality. Festal dress and customs. 

2. Comparison. 

The past and present ideas of social life are compared 
in detail with those of chivalric days. Compare the 



THE WORK OF THE GRADES, IN OUTLINE. 211 

friendship of Roland and Oliver with that of Damon 
and Pythias, of David and Jonathan, and of Hiawatha 
and his two friends. 

Read : Finding of the golden crown, in Tennyson's Elaine. 
Description of the tournament at Camelot. 

3. Expression. 

The children tell, write, picture, and act out scenes 
illustrating the social life of the feudal period and of 
our own. They imitate the stately courtesies and lan- 
guage of Gilbert's time. They learn French words and 
phrases in common use and words of French origin in 
our language. 

Sing : The Minuet, St. Nicholas Song Book. 
Mendelssohn, Cradle Song. 
A Lullaby, St. Nicholas Song Book. 
Schubert, Serenade. 

VI. The State. 

1. The Story. 

The idea of cooperation at the basis of feudalism. 
Services rendered by each class to each other. The 
administration of justice, etc. 

Read : Marmion, Canto V, Section VI. 

2. Comparison. 

Compare the bond of social union in the age of feu- 
dalism with that of Wulf's time and of our own. Note 
differences in the administration of justice from one age 
to another. 

3. Expression. 

The children copy pictures showing the characteristic 
dress, attitude, and services of the different classes in 



212 ORGANIC EDUCATION. 

the feudal state. They play games based upon their 
ideas of the state of feudal society. 

The teacher should notice whether all the children wish to be 
either the lord or the lady of the castle. If so, she may conclude 
that the idea of cooperation has not yet been sufficiently assimilated. 

VII. The Church. 

1. The Story. 

The religious ideal of service is embodied not only in 
the social structure of the period, but in its pictures (as 
an attempt to serve the ignorant masses who could not 
read), and in the faithful, sometimes lifelong, work 
bestowed upon the cathedrals, their carving, painting, 
frescoing, mosaics, and stained glass. Ever}^ small 
detail was wrought into perfection, as a religious 
service. 

Pictures: Angels, from Madonna and Saints by Fra Angelico. 
Uffizi, Florence. 
Tell the stories of — 
The Legend Beautiful, by Longfellow. 
The Legend of St. Christopher. 

Stories from the life of Jesus as a historic character. (These 
stories should be familiar, in order to an understanding of the art 
of the period.) 

Study cathedrals of Amiens and Rheims. (See 
Cathedrals of the World., Allen.) Trace the evolution 
of the cathedral from the buildings of Greece and Rome. 
Show the influence of other peoples, as in St. Mark's. 
In the study ci the cathedral notice the beautiful win- 
dows, doors, spires, bell-towers, flying buttresses, sculp- 
ture, frescoes, mosaics, rounded and pointed arches, 
gargoyles. Show symbolism in the structure. Organs : 



THE WORK OF THE GRADES, IN OUTLINE. 213 

study to get principle of the instrument. Study the 
lives of Handel and Bach. Monks : their benefit to 
their own time and in preservation of things of value 
to the present. Life, dress, home. Crusades. 

Read : Bryant, Forest Hymn. 

Sing : Gounod, Ave Maria. (The words need not be used, unless 

the teacher wishes. The air alone may be sung by 

the children.) 

2. Comparison. 

The religious ideal of feudalism may be compared 
with those of the past and of the present, especially as 
regards its relations to everyday life. Compare the 
decoration of Greek and Roman temples with the 
decoration of cathedrals. Compare cathedrals with 
modern churches known. 

3. Measure. 

Measures growing out of study of cathedrals in whole 
and in parts, for definiteness of idea. Time and num- 
bers connected with the crusades. Measurements grow- 
ing out of the study of the organ. 

4. Expression. 

Build cathedrals of blocks, mould them in clay. 
Draw and describe one in particular, as Amiens cathe- 
dral. Copy the designs used in its decorations by 
means of sticks, tablets, rings, etc., drawing and paint- 
ing. Invent new designs. 

Read : Longfellow, My Cathedral, and The Statue over the Cathe- 
dral Door. 

Picture : Picture of statue of St. Christopher at Cologne. 



214 ORGANIC EDUCATION. 

Reliefs Suggested : — 

Donatello, Angels with musical instruments, from altar-piece in 
Church of San Trovasso, Venice. 

Donatello, Angels adoring. 

Donatello, Christ and St. John. 

Delia Robbia, Boys and girls singing and playing on musical 
instruments, in Museum of Santa Maria del Fiore, Florence 
(seven pieces). 

Delia Robbia, Madonna from Hospital of Innocents, Florence. 

Reference Books: — 

Andrews, Ten Boys. 

Baldwin, Story of Roland. 

Tennyson, Idylls of the King. 

Wiethase, Der Dom zu Koln. 

Liibke, History of Art. 

Allen, Great Cathedrals of the World. 

Larned, Churches and Castles. 

Lovett and Green, French and German Pictures. 

Norton, Church Building in the Middle Ages. 

Rosengarten, A B C of Gothic Architecture. 

Carroyer, Gothic Architecture. 

Turner, History of Architecture. 

Lacroix, Manners and Customs of the Middle Ages. 

Bulfinch, Age of Chivalry. 

Brooks, Chivalric Days. 

Scott, Tales of Chivalry. 

Malory, Morte d'Arthur. 

Farrington, King Arthur. 

Hanson, Stories from King Arthur. 

Southey, Chronicles of the Cid. 

Karpeles, Allgemeine Geschichte der Litteratur. 

Harrison, Meaning of History. 

Pyle, Men of Iron. 

Lanier, The Boy's Percy. 

Lanier, The Boy's Froissart. 

Lanier, The Boy's King Arthur. 

Hallam, Middle Ages. 



THE WORK OF THE GRADES, IN OUTLINE. 215 

Adams, Mediaeval Civilization. 

Muloch, The Little Lame Prince. 

Pugin, Gothic Ornaments. 

Statz and Ungewitter, Gothic Model Book. 

Gnizot, History of Civilization. 

Hunnewell, Historical Monuments of France. 

Singleton, Towers, Turrets, and Steeples. 

Pictures : — 
Watts, Galahad. 

Abbey, Quest of the Holy Grail. Boston Public Library. 
Fra Angelico, Angels. Cloister San Marco, Florence. 
Raphael, St. George. Louvi-e. 

Guido Reni, St. Michael. Chui'ch of the Capuchins, Rome. 
Guido Reni, St. Sebastian. 
Corot, Landscapes. 
Burne Jones, Holy Grail Series. 
Andrea del Sarto, Head of John. 
Leonardo da Vinci, Last Supper. 
Titian, St. Christopher. 

Statue of St. Christopher, Cologne Cathedral. 
Carlo Dolci, St. Cecilia. 

Strudwick, Elaine watching the Shield of Lancelot. 
Velasquez, Prince Charles in Armor. 

Abbey's illustrations of the story of the Holy Grail (iu the 
Boston Public Library). 



COLUMBUS. 
Grade A 3. 

Ages of children, nine to ten years. 
A. ANALYSIS OF CHARACTER. 

The child of this period craves a broader experience. 
He loves adventures and experiments. His outgoing 
vitality demands something beyond the commonplace. 



216 ORGANIC EDUCATION. 

Such a spirit seems to be in general characteristic of 
a certain period in the history of the child, following 
the period of chivalric impulses and the first ideals of 
service. These ideals of service are to some extent 
realized, and through their realization the child becomes 
conscious of broader opportunities for more adequate 
service. His knowledge has increased, so that his out- 
look is wider, and his courage and determination have 
grown through his chivalric training, until he can fol- 
low a slender possibility with undaunted mind, to the 
heights of successful realization. He is a practical 
idealist. 

As a parallel study in idealism and coni'age, the character of 
Joan of Arc is attractive. Fremiet's statue ; Maillart's and 
Lepage's pictures, Joan of Arc listening to Angel Voices; Joan of 
Arc before the Shrine, by Mme. de Chatillon ; and the pictitres in 
Personal Recollections of Joan of Arc, by Mark Twain (Harper's 
Magazine), may be used. 

The story of Dante's Divine Comedy may be used in this grade, 
as to its main outlines at least. Its symbolism will be found 
attractive to the children at this period, and may be used, both 
negatively and j^ositively, to inculcate moral lessons. 

This is a period of art renaissance, and the famous pictures 
should be freely used, particularly those of Leonardo da Vinci, 
Michael Angelo, and Raphael. In the study of these pictures the 
supremacy of the spiritual over the physical should be noted. 

B. ETHICAL AIMS. 

This is, more than any other age in childhood, the 
age of intelligent speculation leading to experiment. 
The knowledge of the child gives him the data for com- 
paratively wide excursions of thought, and these should 
be encouraged rather than repressed. Later the child is 



THE WORK OF THE GRADES, IN OUTLINE. 217 

more conscious of his limitations, and will not attempt 
what is now undertaken with enthusiasm and patience. 
But he should be led always when possible to subject 
his speculations to the test of actual experiment, risk- 
ing something upon the experiment if necessary. He 
should learn to rely upon himself, to use his own judg- 
ment, and to be persevering in following out an idea. 
The industrial spirit begins to be prominent here, and 
should be directed into right channels. 

C. MATERIAL. 

The age of Columbus is a natural outgrowth from the 
age of feudalism and chivalry. Chivalric enterprises, 
the crusades, etc., had brought men into closer contact 
and made the world smaller. The result was a reach- 
ing out in all directions for new and larger opportuni- 
ties for service. Columbus is the best type of this 
aggressive, out-pushing, courageous, intelligent, and 
determined spirit that characterized in all lines the 
fifteenth century. 

I. Appearance. 

1. The Story. 

A photograph should be shown of the statue of Co- 
lumbus in Genoa, of The Boy Columbus in the Boston 
Art Museum, of Canova's Columbus, of Columbus at 
the Convent, and of Riffenstein's Columbus and the 
Egg. Courage, determination, and intelligence are 
shown in the face and bearing of Columbus. The de- 
scription of his personal appearance should be read 
from Irving's Columbus. 

2. Comparison. 

Study of individuals, statues, pictures, etc., to find 



218 ORGANIC EDUCATION. 

those which show the characteristics of Columbus. 
Have children " read faces." Inculcate idea that the 
body expresses the character of the individu 

3. Measure. 

Proportion of parts of the body. Make measure- 
ments as a preparation for drawing. Measure of stat- 
ues, pictures, etc., by the best artists, to find proportions 
used. 

4. Expression. 

Exercises to secure alertness, precision, confident car- 
riage of body. Describe, draw, paint, or model statues, 
figures from famous paintings, relief-work, and children 
in the room. 

Read : The story of Columbus in Eggleston's Primary History. 
II. Clothing. 

1. The Story. 

(a) Ideals and Facts. 

The ideals of the time will be found in the pictures 
of the great artists of the period. 

Pictures and statues of Columbus should be freely 
used. For details of the dress of the period, Le Cos- 
tume IRstorique, and Lacroix's Manners, Customs and 
Dress of the Middle Ages., will be found useful. The 
use of cosmetics, perfumes, wigs, attention to the toilet, 
cleanliness, individuality of fashions, etc., should be es- 
pecially noted. 

(b) Nature-Study . 

The duty of attention to dress and toilet may be dis- 
cussed under this head. To introduce the study of the 



THE WORK OF THE GRADES, IN OUTLINE. 219 

skill, the story may be told of the boy who was gilded 
to take part in a procession, and died as a result of the 
process. The use of cosmetics may be treated here. 

(c) Processes and hiventions. 
The processes of perfume, lace, and velvet making are 
studied. 

2. Comparison. 

The dress of the Columbus period is compared with 
that of previous times and with the present. 

3. Measure. 

The clothing of this epoch is compared with that of 
our own by means of number as to the cost of material, 
cost of transportation, difference through use of machin- 
ery, etc. 

4. Expression. 

Dress dolls to show dress of Columbus as a boy, and 
as a man ; a doll to show the dress of his sister ; to show 
Spanish dress. 

Read : From Stories of Industry (Educational Publishing Co.) 
on clothing. 

III. Home. 

1. The Story. 

(a) Ideals and Facts. 
(1) Environment. 
(a) Physical. 
The love of nature during this period as indicated in 
the lyric poetry should be emphasized, and characteris- 
tic bits of nature description read. The lands that 
Columbus saw should be noted, and attention called to 



220 0R6fANIC EDUCATION. 

the fact that the environment of the individual has now 
broadened to include a large part of the world. Moun- 
tains, plains, hills, seas, gulfs, semi-tropical vegetation, 
warm climate, belong to the experience of Columbus. 
Generalizations may now be made on the forms of land 
and water. 

(b) Artificial. 

Time of great cities — something of Genoa, Venice, 
Lisbon (compare with our own city). The Moors, 
Alhambra. Botanical gardens, landscape gardening. 
Collections of animals. Beautiful buildings : guild- 
halls, cathedrals, city halls, statues, fountains, palaces, 
monasteries, pictures, stained glass. Influence of Greek, 
Roman, and Moorish art. Gothic arch, universities. 
Wars and leagues between cities. Warehouses in 
Genoa. Campo Santo, narrow streets, walls, washing- 
places. 

As Columbus extended the boundaries of his knowl- 
edge, as he wished to see and know other places and 
countries, so have the children extend the boundaries 
of their knowledge. After studying their own city, 
study the township, county, state. Let each contribute 
his knowledge of any place or region of which he 
knows. 

(2) House. 
(a) Structure. 
Supposed home of Columbus in Genoa and in Lisbon 
(ideal of the time — country villa). Improvements 
over former period ; chimney, use of glass, soft beds, 
carpets, bedroom furniture, sideboard, clocks ; artistic 
forms in all articles. 



THE WORK OF THE GRADES, IN OUTLINE. 221 

(b) Furniture, (c) Food. 
Find materials from references given, and treat as in 
previous grades. 

(3) Family Life. 

Irving's Columbus and Burckhardt's Civilization of 
the Renaissance will furnish the desired materi^il. 

Early independence of family protection and care. 
Domestic economy of home highly developed. Out- 
door life. 

(b) Nature-Study. 

Select for study some of the semi-tropical fruits 
known both to Columbus and to the children, such 
as oranges, lemons, bananas, etc. The plants may be 
found at a florist's, where the children may study their 
life-history. The children should learn some of the 
best-known constellations (study the life of Copernicus 
and Kepler). By observation through the term, deter- 
mine the effect of the sun's position on temperature. 
The plants, minerals, and animals of the state should 
be studied. 

In connection with the study of plants and animals, the pro- 
tective and attractive coloring should be noted. 

(c) Processes and Inventions. 

The telescope. Study life of Galileo. 

Review study of pendulum, velocity of falling bodies. 

2. Comparison. 

Comparison should be made in detail, wherever it 
will be of value in bringing out the progress made. 
The emphasis of the work should be on the study of 
the children's own city, county, and state, and a thor- 



222 ORGANIC EDUCATION. 

ough study of these made. The children's concepts 
will be made clearer through the comparisons. 

3. Measure. 

Facts to make clear any points in the physical or 
artificial environment, to give ideas of size, capacity, 
velocity, value, temperature, distance, time, produc- 
tiveness. 

4. Expression. 

The children's ideas about the home and environ- 
ment of Columbus and of their own are expressed 
by means of maps, diagrams, pictures, description, 
moulding, making, painting. 

Read about Kepler, Galileo, and Copernicus, in The Storyland 
of Stars, by Mara L. Pratt. 

Read also Marco Polo's Travels, Sheiley's The Cloud, Tenny- 
son's The Throstle. 

Sing : Italy, and On Wings of Song I'll Take Thee, by Men- 
delssohn. 

IV. School. 

1. The Story. 

The broadening of education from the revival of 
learning and from the recent discoveries of Marco 
Polo and others. Geography, geometry, and astron- 
omy were the favorite studies, because of their bear- 
ings upon nautical affairs. The invention of printing 
and of paper had now begun to increase the number 
of books. The art of the time had its effect upon 
education. 

The children should become thoroughly familiar with the art 
of the period, and with the main outlines of the lives of its chief 
artists. 

The stories of Gutenbero' and of Bacon should be used. 



the work of the grades, in outline. 223 

2. Comparison. 

A comparison may be drawn in detail between the 
schools of Columbus's time and those of the present. 

Some such questions as the following are suggested : — 

Of what advantage will what you are learning be to you? 

You are learning some of the many things Columbus did, but 
many more. Are you going to use your knowledge to help others? 

It is possible there are other continents to discover, but there 
are things that will help the world even more than new continents. 
The more you help the world, the more you help yourself. 

Of what improvements do you know since the time of 
Columbus ? 

How can one part of the world help another as it could not 
then ? 

Have you as much courage as Columbus had? 

What gave him so much courage? 

3. Expression. 

Making of maps and charts of the home environment, 
county and state. Some Italian and Spanish words 
may be taught, especially such as furnish us with de- 
rived or adopted expressions. 

V. Industrial Life. 

1. The Story. 

Effect of recent application of compass to sailing. 
Commerce. Rivalry of cities. Fairs. Guilds, as an 
expression of idea of cooperation. Invention of print- 
ing and of process of paper making from linen. Pro- 
cess of engraving, of oil painting, of decorating 
pottery. Musical instruments. Study the magnet 
and the compass. 

2. Comparison. 

Show advancement made along the lines of the dif- 



224 ORGANIC EDUCATION. 

ferent inventions mentioned. The children should see 
the working of a modern printing-press, the process of 
paper making, of engraving, and any other processes 
mentioned that are carried on in the community. The 
children should be led to see the advantages they en- 
joy through these inventions. They should compare 
the oooperation of the guilds with the competition of 
to-day, to the end that they may care more for co- 
operation than competition. Compare the fairs with 
the stores of the present. 

3. Measure. 

Use of facts reduced to the exactness of number 
(some of which may be expressed in the form of per- 
centage) to show the progress made, and to show their 
value in our present civilization in printing, paper 
making, engraving, pottery, travel hj water, and means 
of communication of different kinds. Number of per- 
sons who are engaged in these occupations (newsboys). 
The children should learn the square mile, degree, cubic 
foot. 

4. Expression. 

Make models of the boats of Columbus and make 
or show one of a modern steamship, and compare to 
see how much more dangerous an ocean voyage was 
then than now. Show use of plant and animal life 
in decoration, then let the children make designs of 
their own from conventionalized forms. Experiment 
with printing, engraving, and pottery, with concave 
and convex glasses, and with making pendulums. 
Trace by means of pictures and descriptions the evo- 
lution of the different inventions of this period as they 



THE WORK OF THE GRADES, IN OUTLINE. 225 

have known them in the epochs before. For example, 
Hiawatha's picture writing, the Persian, Greek, Roman, 
mediaeval writing. 

Read : Longfellow, The Builders, The Old Clock on the Stairs, 
and The Building of the Ship. 

Whittier, The Shoemaker. 

Whittier, The Frost Spirit. 

Longfellow, The Windmill. 

Tennyson, Break! Break! Break! 
Sing : There's a Ship on the Sea, St. Nicholas Song Book. 



VI. Social Life. 

1. The Story. 

So many people living in each house, and the houses 
so close together that people had a neighborly feeling 
for each other. Much outdoor life also resulted from 
cramped quarters. Great fairs, processions, plays (mys- 
teries from the sacred history, and comedies, for which 
the subjects, costumes, masks, etc., were arranged by 
artists). Music: vocal solos and quartettes, orchestra, 
etc. Ball-playing. At social gatherings conversation, 
rather than story-telling, less eating and drinking than 
in former times, courtly speech and polished manners, 
individuality in dress and accomplishments. The idea 
of caste less strong than formerly ; education the test 
for good society. Sense for shades and tints of color 
very acute. Beauty in all decorations and furnishings. 

In social life at this age music was exceedingly prominent, and 
should be emphasized in the work of the grade. The music 
used should be drawn from the best composers. The following 
songs are suggested : — 

Von Weber, The Boat Song. Franklin Squai'e, No. 1. 



226 ORGANIC EDUCATION. 

Pippa's Song (Browning), air, Lohengrin. 

Schubert, Hark, Hark, the Lark. 

Schumann, Slumber Song (air). 

Schubert, The Traveller's Evening Song. Franklin Square, 
No. 6. 

Sweet and Low. 

Wagner, Prize Song from The Meistersinger (air) . 

Photographs both of Carlo Dolci's and of Raphael's St. Cecilia 
may be shown here. (See Munsey's Magaz'me, July, 1895, for an 
article entitled The Patron Saint of Music.) 

Angels, by Fra Angelico. Singing Angels from Raphael's 
Madonna del Baldacchino. Reliefs by Donatello and Delia Robbia 
mentioned for former period may also be used here ; also, by 
Donatello, Cherubs from San Antonio altar, Padua. 

2. Comparison. 

Compare the social life of this period with that of 
previous epochs and the present. 

3. Measure. 

Study of musical instruments to get principles of con- 
struction. Show by measurements. Mixing colors in 
certain proportions to get shades and tints. 

4. Expression. 

Act out stories studied. Solos, duets, and quartettes 
of children to entertain the school. Repeat poems 
learned, tell stories studied. 

VII. The State. 

1. The Story. 

Genoa free. King and queen in Spain. Elective 
principle, representative assemblies. Growth in free- 
dom as to classes. Effect of the invention of gun- 
powder. 



the ivork of the grades, in outline. 227 

2. Comparison. 

Compare with the past and present. Have the chil- 
dren learn as much as they are able of our own city 
government. 

3. Expression. 

Have the children show by description, drawings, 
etc., what their ideas are of the different forms of gov- 
ernment familiar to Columbus ; of our own government. 

Read : Longfellow, The Bell of Atri. 
Sing : Star Spangled Banner. 

America. 

Columbia, the Gem of the Ocean. 

VIII. The Church. 

1. The Story. 

Religious basis of art. Cathedrals in Pisa and Venice. 
Pictures, decorations, plays, processions, ceremonials, 
miracle plays. Music. Religious zeal of Columbus. 
Different ways in which this affected his life (marriage. 
La Rabida, ideas of geography and astronomy, etc.). 
Dante's Divine Comedo/ should be used, as to its car- 
dinal points, in this connection. 

Show photographs of Guido Reni's St. Sebastian and St. Michael, 
Raphael's Transfiguration and Deliverance of St. Peter, Leonardo 
da Vinci's Last Supper, Michael Angelo's ceiling of the Sistine 
Chapel and Last Judgment. Contrast the idea embodied in the 
last named, with that expressed by the Greek and German con- 
ceptions of the Three Fates. 

For pictures of illuminated manuscripts see Allegemeine Ge- 
schichte der Litteratur, G. Karpeles. 

2. Expression. 

Build cathedrals with blocks, make models of them, 
draw, copy with rings and sticks, and paint designs 



228 ORGANIC EDUCATION. 

used in the interior decorations and windows. Carve 
figures and designs based upon plant and animal life, 
in both soft materials and wood. 



RALEIGH. 

A. ANALYSIS OF CHARACTER. 

The story of Raleigh should be used in connection with that of 
Columbus ; Raleigh being a type-character of the later Renaissance, 
Columbus of the earlier. In general, this character may be used 
along the lines followed in the study of Columbus. 

In the period of development for which Raleigh 
stands, the activity of the child is much what it was 
during the Columbus epoch, sturdy and propulsive. It 
is, however, directed somewhat differently. During the 
Columbus epoch the child's interest is rather in the 
large and impersonal aspects of life. In the Raleigh 
epoch these things attract him still, but to a less degree 
than the more human interests. The seething mani- 
fold life about him is full of interest to him. Questions 
of motive and conduct appeal to him. Individuals as 
individuals begin to have a certain meaning. Human 
life in its literary and historical records delights him 
more than ever before. He begins to understand, to 
some extent, his inheritance. The great world of 
knowledge opens up before him. It is often here that 
the first serious passion for knowledge seizes the child, 
and he determines to be " educated." 

B. ETHICAL AIMS. 

These are implied in the foregoing analysis. The 
child's new sense of kinship or relationship with all 



THE WORK OF THE GRADES, IN OUTLINE. 229 

the world, both near asid far, past and present, should 
be intensified by constant references in specific cases to 
our debt to the past and our obligations to all the pres- 
ent world about us. The historical interest should be 
fed with all the material it demands, and the child led 
to see, so far as he can, how all previous races have 
lived and died that he might have the fulness of life 
he enjoys, the security, the material comforts, and the 
intellectual delights. And the point of honor may be 
pressed, as to the obligation involved in the acceptance 
of life in these present days. The children should 
define this obligation for themselves, in detail, the 
teacher perhaps emphasizing the duty of learning what 
the past has to teach us for the guidance of our own 
lives. The interest in allegory is especially strong dur- 
ing this period, as it satisfies the exploring instinct. 
Hence the story of the Faerie Queene (in very broad 
outlines) may be used effectively, to carry forward the 
chivalric spirit into the moral realm, and to supplement 
upon the positive side the more negative influence of 
the Divine Oomedy. 

After studying the Faerie Queene the children may be asked to 
write or draw their own representations of the virtues. 

C. MATERIAL. 

This period in the world's history, especially in 
England, seems to be just such a period as that de- 
scribed in the life of the child. Raleigh himself repre- 
sents the enthusiasm for learning characteristic of the 
time, together with the practical energy which made 
his learning effective. A college-bred man, a soldier, 
a courtier, an explorer, a colonizer, an author, he is in 



230 OBGANIC EDUCATION. 

many respects the best embodiment of the many-sided 
spirit of his age. 

The main features of Raleigh's life should be familiar to the 
children : the story of the cloak, to show his courtliness, of his 
introducing the potato into England, to show his practical sense, 
of his assistance to the Huguenots, to show his chivalric instincts 
to help the oppressed. Andrews, Ten Boys (Story of Roger). 

The literature of the period should be freely used, especially 
that of Spenser. The story of the Faerie Queene will be found 
well told in Wright, Children's Stories in English Literature. The 
stories of some of Shakespeare's plays may be used from Charles 
and Mary Lamb, Tales from Shakespeare, as edited for the use of 
schools in Ginn's Classics for Children Series. 

Reference Books: — 

Winsor, Christopher Columbus. 

Fiske, Discovery of America. 

Irving, Columbus. 

Castelar, Life of Columbus (Century Magazine). 

Stories of Lidustry (Educational Publishing Co.) 

Hale, Stories of Invention. 

Bm-ckhardt, Civilization of the Renaissance. 

Lacroix, Manners, Customs, and Dress of the Middle Ages. 

Lambert, Two Thousand Years of Guild Life. 

Shaler, First Book in Geology. 

Lacroix, The Arts in the Middle Ages and the Period of the 
Renaissance. 

Lacroix, Science and Literature in the Middle Ages and the 
Period of the Renaissance. 

Smith, English Guilds. 

Symonds, History of the Renaissance. 

Grimm, Michael Angelo. 

Lillie, Story of Music and Musicians. 

Reade, The Cloister and tiie Hearth. 

Clemens, Joan of Arc. 

Gardiner, Students' History of England. 

Mrs. Jameson, Legends of the Madonna. 



THE WORK OF THE GRADES, IN OUTLINE. 231 

Mrs. Jameson, Legends of the Saints. 

Ball, Starland. 

Ball, Story of the Heavens. 

Howitt, Bh'ds and Flowers. 

Howitt, Midsummer Falls. 

Lubbock, Flowers, Fruits, and Leaves. 

Poulton, Colors of Animals. 

Allen, Colors of Flowers. 

Buckley, Fairyland of Science. 

Wright, Children's Stories of Great Scientists. 

Meneffe, Stories from the Masters. 

Walford, Gilds. 

Nestor, Ponce de Leon, Columbus Gallery. 

Timbs, Wonderful Inventions. 

De Vinne, Invention of Printing. 

Hamlin, Legends of Detroit. 

Farmer, History of Detroit and Michigan. 

Oliphant, Makers of Florence. 

Irving, Alhambra. 

Wright, Children's Stories of English Literature. 

Harrison, In Story-Land. 

Marco Polo's Travels. 

Frye, Primary Geography. 

Werner's Primary Geography. 

Tarr, Elementary Physical Geography. 

Simmons, Physiography for Beginners. 

Radcliffe, Schools and Masters of Painting. 

Pictures : — 

Michael Angelo, Portrait of himself, Moses, David. 
Leonardo da Vinci, Portrait of himself, Head of Medusa, 
Adoration of the Magi. 

Brozek, Columbus at Court of Ferdinand and Isabella. 
Piloty, Columbus on Deck of the Santa Maria. 
Bastian Lepage, Joan of Arc Listening to the Voices. 
Gainsborough, The Blue Boy. 
St. Mark's in Venice. 
Ducal Palace in Venice. 



232 ORGANIC EDUCATION. 

Views of Venice. 
Views of Genoa. 
Views of the Alhambra. 
Pictures of the Sea. 
Van der Lyn, Landing of Columbus. 
Berchino, Columbus at the Convent. 
Riffenstein, Columbus and the Egg. 
Fremiet, Joan of Arc (Statue). 
Maillart, Joan of Arc. 

Mnie. de Chatillon, Joan of Arc before a Shrine. 
Michael Angelo and Rosso, Three Fates. 
Titian, Children (from the Assumption). 
Statue of Columbus. Geneva. 
Statue of Columbus. Boston Art Museum. 
Canova, Statue of Columbus. 

Van Dyck, Princess Mary and the Prince of Orange. 
Greuze, The Broken Pitcher. Louvre. 
Brown, Castles in Spain. 
AVhole and Details of Amiens Cathedral. 
Lichfield Cathedral. 
Peterborough Cathedral. 
Wells Cathedral. 
Canterbury Cathedral. 
York Cathedral. 
Ely Cathedral. 
Melrose Abbey. 
Westminster Abbey. 
Pradilla, SuM-ender of Granada. 
Roe, Trial of Joan of Arc. 
Guido Reni, St. Sebastian. 

Raphael, Sistine Madonna, Madonna of the Chair, St. Peter in 
Prison, Deliverance of Peter, Portrait of himself. 
Correggio, Moon Goddess. 
Kaulbach, Lady Moon. 
Rogers, The Lost Pleiad. 
Thorwaldsen, Day and Night. 



THE WORE OF THE GRADES, IN OUTLINE. 233 

THE PURITANS. 
Grade B 4. 

Ages of children, ten to eleven years. 
A. ANALYSIS OF CHARACTER. 

The strong tendency of children of this age to argue, 
to cling to an opinion already formed, to stand obsti- 
nately by the word of some one regarded as authority, 
is one phase of the incipient desire to know the truth. 
To consider the children as merely opinionated does not 
go far enough below the surface. 

In child-character, as well as in that of a nation, the 
epoch of effervescence in intellectual life, of large specu- 
lations, of tingling possibilities and of boundless ambi- 
tions, is likely to be followed by a period of self-control 
and repression, under the influence of a dominant ideal 
which the excursive period brought to consciousness. 
This ideal is sternly translated into conduct, and sits 
in judgment upon all the life. If the individual ever 
reaches this stage of Puritanism it is after a period of 
high-wrought intellectual activity, such as that typified 
by Raleigh. It is the Roman period come again, but 
with a richer content. 

B. ETHICAL AIMS. 

To cultivate in the pupil the desire to know what is 
true and right, and when known to do it, should be the 
aim here. The idea of personal responsibility is domi- 
nant, and should not be weakened by the teacher, but 
only made as intelligent as possible. The children 



234 ORGANIC EDUCATION. 

should recognize a duty, not only to obey the dictates 
of conscience, but to give conscience all the light possi- 
ble. In this connection the derivation of the word con- 
science may be used to call attention to the fact that it 
means " knowing things together," seeing all sides of 
a question, and then making up one's mind what is 
right to do. The Puritan intensity of moral concentra- 
tion which brought the conscience to bear upon the 
smallest details of life may safely be encouraged in the 
children. Their purity of life, dignity and courtesy of 
manner, seriousness and reserve in conversation, are 
direct results of this tendency to unify life about their 
ideal. 

C. GENERAL STATEMENT OF MATERIAL. 

As type of the Reformation the epoch of Puritanism 
in England, culminating in the exodus of the Pilgrims 
to America, is the appropriate study for this stage 
of development. The real characters for this period 
are, in England, Cromwell, Milton, and Bunyan; in 
Holland, William of Orange ; and in America, Miles 
Standish. 

From the references the outlines of Puritan history 
in England, and after their flight to Holland, may be 
obtained by the teacher. The debt of American civili- 
zation to Holland should be noted, especially the fact 
that the Pilgrims learned in Holland the practical pos- 
sibilities of a free government, free speech, and free 
schools, afterward to be embodied in our institutions. 
The thrift of the Dutch, their inventions and industries, 
also had an influence upon the early life of the colonies. 
The history of Holland itself should be taught in out- 



THE WORK OF THE GRADES, IN OUTLINE. 235 

line, with especial reference to the character of William 
of Orange. 

Before the life of the Puritans in America can be 
intelligently studied, the earlier inhabitants of the 
country must be considered, the Indians (including 
the mound-builders), the cliff-dwellers, and the Aztecs, 
with some account of a few of the earlier explorers and 
colonists, as Cortez, De Soto, and John Smith. 

But even farther back than this we must go to under- 
stand fully the struggle of the Pilgrims for life upon the 
continent. With their coming to America began almost 
a repetition of what had taken place in the progress of 
the race up to this time in the conquest of the physical 
environment on one side, and the differentiation of 
social institutions on the other. But there was this 
difference : those who repeated the race struggle had 
the advantage of physical, mental, and moral inheri- 
tances from all the ages of the past. The acquisitions 
of the race were theirs in idea, if not in expression. If 
they had not the tools, they knew the value of them 
and how to make them. If they had no schools, no 
central government, they were not without the desire 
to establish the one, or the knowledge of the benefits 
and dangers of the other. What sort of country was 
this to which they had come? To understand thor- 
oughly its physical conditions, we need to know the 
life-history of the planet as well as that of our own 
continent; to know its constituents, land, water, and 
atmosphere ; to determine its form, structure, and posi- 
tion, and the various forces acting upon it; to learn 
how man has measured the earth for his own conven- 
ience, as b}^ parallels, etc. ; to know (our own continent 



236 ORGANIC EDUCATION. 

used for illustration) what the mountains are, what 
carved the valleys, how the deposits of minerals and 
metals came to be placed where they are, what gives us 
the fertile soil in one place, the barren in another ; to 
locate the great life-regions of plants and animals, to 
classify the animals of the continent in their order of 
development, and to study one member of each class. 
In this way, we may, perhaps, come to see by what 
means, through the ages, this continent was prepared 
to be the home of our people. 

In the study of the life-history of the planet, many myths that 
were to the people of early times what scientific facts are to the 
present may be given, with their interpretations, such as the vari- 
ous stories of creation; of Apollo, Perseus, Phaeton, Niobe, Diana, 
Atlas, and Hercules ; of the wind (Orpheus, Mercury, The Piper 
of Hamelin, Pan) ; of the sun, moon, planets, and constellations. 
The best literature on these subjects should be used. For the 
present scientific view, current magazines will often furnish what 
is needed. In poetry The Fossil Fern and The Finding of the 
Lyre, by Lowell, may be used, and Ovid's Story of Phaeton. 
Appropriate pictures or statues illustrating the stories have been 
mentioned in work for previous grades, as Guido Reni's Aurora, 
Watt's Orpheus, Niobe, etc. 

The following general plan will indicate the line of work 
which may be pursued in carrying out this idea: — 

I. The World Story: («) The life-history of the solar system; 
the birth of our planet ; the story of the moon ; the cooling of our 
planet. (&) The world as a whole: its form, measurements (by 
parallels and meridians), and motions; the distribution of heat; 
winds; the earth's surface (proportion and distribution of land 
and water) ; continents; oceans; comparison of hemispheres. 

II. The Continent Story : Continent making, or how North 
America rose from the sea (the main points in the life-history) ; 
position; shape; boundaries; comparative size. Surface as a 
whole : structure and drainage. Special study of primary high- 
land as a basis for comparison in study of other parts of the 



THE WORK OF THE GRADES, IN OUTLINE. 237 

continent and other continents (vivid picture of cliaracteristic 
scenery, extent, slopes, elevations, as source of drainage, as deter- 
mining climate, as affecting productions, as affecting human Jife ; 
the home, social life, industrial life, division of states, means of 
communication, movement of pioneer life, cities; moral and pes- 
thetic influence). Special study of Mississippi River (traced from 
source to mouth, showing details of descent, climate, vegetation, 
industrial life, people, scenery). Lakes of different kinds. Coast 
line (kinds, relation to human life). Climate, products (inorganic 
and organic), people, early races, present races, political divisions. 

Read : Selections from Hiawatha, Woods in Winter, Daybreak, 
by Longfellow; Autumn, The Pumpkin, by Whittier; June and 
Winter (from Vision of Sir Launfal), by Lowell; Carpenter, 
Travels through North America with the Children; King, Rocky 
Mountains and Pacific Slope. 

III. Our Ancestors' Story (Puritans as illustration) : 

1. The Puritans in England. " 

Story of Ezekiel Fuller in Ten Boi/s, by Andrews. 

Study of some representative English cathedrals. 

Story of Cromwell, adapted from Hawthorne's story of 
Cromwell. 

Story of Bunyan and his Pilgrim's Progress. 

The Pilgrims in England. 
Pictures : — 

Children of Charles L, by Van Dyck. 
Cromwell at Ripley Castle, by R. Lehman. 
Cromwell dissolves Parliament, Benjamin West. 

2. The Pilgrims in Holland. 

Story of William the Silent. 

Accounts of people and country of Holland from such 
books as Dodge's Hans Brinker and The Land of Pluck, 
Henty's By Pike and Dike, De Amicis's Pictures in Hol- 
land. 
Show Rembrandt's The Mill, and the Night Watch; Potter's 
Bull, and The Prairie ; Van der Velde, Landscape, and Dutch Ships 
of War ; Ruysdael's A Storm along the Dykes of Holland ; Peter 
de Hooch's ^Morning Toilet ; Van Dyck's Portrait of Van Dyck as 
a Youth. 



238 ORGANIC EDUCATION. 

3. The Pilgrims in America. 

Study of appearance, clothing, home, physical environ- 
ment, school, state, social, religious, and industrial life. 
(Much of the material for this study may be abstracted 
by the children from Longfellow's Courtship of Miles 
Standish.) 
Read selections from Hiawatha, The Courtship of Miles Stan- 
disli, and Mrs. Hemans's The Landing of the Pilgrims. 

In nature-study the children are directed in their observation 
of the different planets and the moon. They study also the 
expansion and contraction of solids and liquids ; evaporation and 
condensation; classification of plants and animals for different 
zones, selecting types from each zone ; protective coloring ; kinds 
of rocks, as aqueous, igneous, fossiliferous, and stratified ; and the 
making of soil. 

2. Measure. 

A great deal of work with number and form is neces- 
sary to give clear conceptions of the work in this grade. 
Such topics as the deposits of the coal age, the effects 
of the ice age, of heat, the measurements of the earth, 
method and distribution of products, etc., call for the 
application of standards for measuring area, bulk, capac- 
ity, length, position, weight, heat, time, etc., and require 
the accurate use of such fundamental mathematical 
processes as long division, fractions, and percentage. 

3. Expression. 

The expression work grows out of both the historical 
and the science study. For the first, description and 
narration illustrated by drawings may be used. So far 
as science is concerned, the expression work consists in 
drawing diagrams, maps, and pictures, in making models 
of the solar system, in constructing the material used in 



THE WOEK OF THE GRADES, IN OUTLINE. 239 

experimentation, in drawing and painting the plants 
and animals studied and imaginary subjects from the 
study of the myths. Considerable reproduction would 
grow out of the historical side of the work : as, copying 
drawings of the implements of the mound-builder, and 
pictures to show the life of the Puritans. 

Books of Reference : — 

Motley, Rise of the Dutch Repixblic. 

Motley, History of the United Netherlands. 

Grattan, Netherlands. 

Campbell, The Puritan in His Three Homes. 

Green, History of the English People. 

Guizot, History of England. 

Von Ranke, A History of England. 

Fiske, History of the United States. 

Wincliell, Walks and Talks in Geological Fields. 

Gunning, Life History of Our Planet. 

Ball, Starland. 

Buckley, A Short History of Natural Science. 

Buckley, Fairyland of Science. 

Buckley, Life and Her Children. 

Fiske, Excursions of an Evolutionist. 

Lubbock, Flowers, Fruits, and Leaves. 

Cox, Tales of Ancient Greece. 

Gayley, Classic Myths. 

Guerber, Myths of Greece and Rome. 

Hartland, Science of Fairy Tales. 

Baring-Gould, Curious Myths of the Middle Ages. 

Bunce, Fairy Tales, Their Origin and Meaning. 

Lang, Custom and Myth. 

Dodge, The Land of Pluck. 

CofRn, Old Times in the Colonies. 

Poor, Sanskrit and Kindred Literature. 

Fiske, The Begiianings of New England. 

Griffis, The Pilgrims in their Three Homes. 

GrifRs, Influence of the Netherlands. 



240 ORGANIC EDUCATION. 

Brooks, Story of the Red Cliildren, and Story of American 
Indians. 

Byington, The Puritan in England and New England. 

Husted, Stories of Indian Children. 

Boughton, Sketching Rambles in Holland. 

Guerber, Story of the Thirteen Colonies. 

Schwatka, In the Land of Cave and Clilf Dwellers. 

Holbrook, Round the Year in Myth and Song. 

Wright, Children's Stories in English Literature. 

Emery, How to enjoy Pictures. 

Burroughs, A Year in the Fields. 

Earle, Home Life in Colonial Days. 

De Aniicis, Holland. 

Carpenter, Travels through North America with the Children. 

King, Rocky Mountains and Pacific Slope. 

King, De Soto and his Men in the Land of Florida. 

Guerber, Story of the P^nglish. 

Mowry, First Steps in the History of our Country. 

Books that may be read by the Children : — 

Dodge, Hans Brinker. 

Ruskin, King of the Golden River. 

Eggieston, Primary History. 

Dodge, Stories of American History. 

Our World Readers. 

Scribner's Geographical Reader. 

Larkin Dunton, The World and Its People, Book III. 

Jane Andrews, Seven Little Sisters. 

McMurry, Pioneer Stories. 

Wright, Seaside and Wayside. 

Longfellow, Hiawatha. 

Scudder, Fables and Folk Stories. 

Field, A Little Book of Profitable Tales. 

Mara Pratt, Story Land of Stars. 

Kingsley, Greek Heroes. 

Francillon, Gods and Heroes. 

Hawthorne, Tanglewood Tales. 

Ouida, The Dog of Flanders. 



THE WORK OF THE GRADES, IN OUTLINE. 2-1:1 

Pictures : — 

Pinwell, Piper of Hamelin, Beguiling the Rats, Beguiling the 
Children . 

Kaulbach, The Pied Piper. 

Beyschlag, Orpheus. 

Watts, Orpheus. 

Leighton, Orpheus, Return of Persephone. 

Remington, Priscilla. 

Wein, Embarkation of the Pilgrims. 

Millais, The Princes in the Tower. 

Mesdag, On the Beach at Scheveningen. 

Menton, Orphan Girls. Amsterdam. 

Bakhnyzen, Driving Cattle Homeward. Holland. - 

Rembrandt, The Mill, The Night Watch. 

Van Dyck, Portrait of Charles I. 

Van Dyck, Portrait of himself as a Youth. 

Van Dyck, Baby Stuart. 

Rembrandt, Portrait of himself. 

Rembrandt, Portrait of Rembrandt's Mother. 

Rembrandt, Saskia. 

Guido Reni, Aurora. 

Raphael, Hours of the Day and Night. 

Romano, Apollo and the Muses. 

Tintoretto, Forge of Vulcan. 

Velasquez, Forge of Vulcan. 

Thorwaldsen, Day and Night. 

F. D. Millet, Ceres. 

Watts, Orpheus and Eurydice. 

Corot, Orpheus. 

Cellini, Perseus. 

Canova, Perseus. 

Burne-Jones, The Seasons. 

Hunt, June Clouds. 

Le RoUe, By the Riverside. 

Turner, Marine Views. 

Inness, jNIarine Views. 

English Cathedrals. 

Millais, Princess Elizabeth in Prison. 



242 ORGANIC EDUCATION. 

Boughton, Pilgrims Going to Church, PiJgiim Exiles. 
Boughton, Compact in the Cabin of the Mayflower. 
Boughton, Landing of Pilgrims. 
Richards, Evangeline, and Gabriel. 
Van Dyck, Children of Charles I. 
Rothermel, Landing of the Pilgrims. 
Holsall, The Mayflower in Plymouth Harbor. 
Regnault, Automedon with the Horses of Achilles. 
Guercino, Sleeping Endymion. 
Bayes, Departure of the Mayflower. 
Blake, Canterbury Pilgrims. 
Lahimette, The Harvest. 
Lancret, Autumn. 
Robert, The Reapers. 

Breton, Blessing the Wheat, Recall of the Gleaners, Song of 
the Lark. 

Millet, The Sower, The Woodchopper, The Angelus. 

Adsee, The Haymaker. 

Jacobson. Landscape in Winter. 

Dupre, Milking Time. 

Powell, De Soto discovering the Mississippi. 

Schreyer, A Halt in the Oasis. 

Ruysdael, Mai-ine View, Landscape with Windmill. 

Habbema, The Mill. 

Potter, Bull. 

Jaque, The Sheej^fold. 

Niobe (iroup. Naples. 

Neal, Oliver Cromwell visiting Milton. 

Reliefs and Statues: — 

Jean of Bologna, Mercury. Bargello, Florence. 

Orpheus, Eurydice, and Mercury. National Museum, Naples. 



THE WORK OF THE GRADES, IN OUTLINE. 243 

THE DEVELOPMENT OP THE NATION. 

Grade A 4. 

Ages of children, ten to eleven years. 

A. ANALYSIS OF CHARACTER. 

The children are alert to all going on around them. 
They are eager for action, movement, affairs. They 
wish to know what lies behind and beneath what they 
see and know. Stories of history are more interesting 
than fairy stories. The beautiful is not so attractive as 
the stirring scenes of history or the everyday happen- 
ings of a period of public excitement. The hero of this 
period is the man of action — the maker of history, the 
inventor, or the business man. 

B. ETHICAL AIMS. 

The effort here should be to develop the potentiali- 
ties of the child through the inspiration of ideals of 
achievement of great ends gained through cooperation, 
and of helpful participation in the daily activity of 
community life. 

C. GENERAL STATEMENT OF MATERIAL. 

In this grade the development of our nation is traced 
from early colonial days down to the present, in its 
general outlines, with especial reference to industrial 
and social progress in the conquest over physical 
environment, acquisition of territory, and the making of 
the nation. 

A broad, rapid view of the whole period of national develop- 
ment is demanded here, not only logically, but as a matter of prac- 



244 ORGANIC EDUCATION. 

tical desirability, since so many children leave school very soon 
after this grade is reached. 

The study of industrial progress, inventions, etc., should in 
every case grow directly from the last half-year's study of physical 
conditions upon the American continent. Each invention should 
be connected witli the particular obstacle overcome, as the steam- 
engine with structure, the steamboat with drainage, etc. 

In the general survey of this period will be considered 
the national heroes, not alone those of war, but of 
industry as well , Washington, Franklin, Jefferson, 
Webster, Lincoln, Harriet Beecher Stowe, Whitney, 
Fulton, Morse, Field, Edison, and Tesla. Some of these 
characters should be studied for the lessons their lives 
teach, as well as for the distinctive acts for which they 
are known, others merely for their important acts. 

For beautiful pictures of ideal family relationships, for histori- 
cal material and descriptions of many portions of our country, the 
poem of Evangeline may be recommended for this grade. Many 
selections may be used for reading material. Richard's picture of 
Gabriel and Evangeline should be shown. 

In conducting this general survey of our national 
development, the following outline will be found sug- 
gestive : — 

I. The Story of Our Own Nation. 

1. Discoveries: Spanish, by Columbus and De Soto; English, by 
Cabot; French, by C artier and Champlain; Dutch, by Hudson. 

2. Settlements : Roanoke Island, Raleigh ; Nova Scotia, the 
French ; Jamestown, John Smith ; Plymouth, Miles Standish ; 
Philadelphia, William Penn; New Amsterdam, the Dutch. 

3. The nation : (a) strife for freedom — Franklin, Washington, 
Jeffei'son, Webster; (ft) growth — the pioneers, Boone, Lincoln; 
(c) aids to a closer union — inventions, such as Fulton's steam- 
boat, Whitney's cotton-gin, railroads, telegraphs, and other uses of 
electricity; (a?) territorial expansion. 



THE WORK OF THE GRADES, IN OUTLINE. 245 

II. OuK Neighbors : Canada, Mexico, West Indies, Central 
America. Discovery, settlement, growth, present condition, rela- 
tion to United States. 

III. Physical Conditions as Aids and Hindrances : Re- 
view of carboniferous and glacial ages to explain favorable and 
unfavorable conditions. Reasons for the fertility of Mississippi 
Valley, for the aridity of the Western region, for the sands of 
Florida, the lakes of the Northwest, the canon rivers. Study of 
the continent as to outline, structure, drainage, climate, produc- 
tions, inhabitants, political divisions, institutional life, and cities. 

Read Washington's Farewell Address, the Declaration of Inde- 
pendence, selections from Franklin's Poor Richard's Almanac, 
from Lincoln's Gettysburg address, and from Webster's Bunker 
Hill orations ; some of Whittier's Songs of Freedom, Mrs. Stowe's 
Uncle Tom's Cabin, Saxe's How Cyrus Laid the Cable, Holmes' 
Washington Elm, One Hoss Shay, Broomstick Train, and Wash- 
ington Tea Party; Longfellow's Psalm of Life, Evangeline, Paul 
Revere's Ride; Whittier's Barbara Frietchie, Seed Time and Har- 
vest, The Shoemakers, The Lumbermen, The Huskers, The Corn 
Song, Barefoot Boy, and Among the Hills (selections) ; Irving's 
Rip Van Winkle ; Helen Hunt's March, and Spinning ; and selec- 
tions from Bryant's The Prairie, On the Banks of the Hudson, 
and The Return of the Birds. 

The progress of the country should be traced through 
its struggles for freedom, self-government and preser- 
vation of the Union, not, however, overemphasizing the 
war element in our history. The acquisition of new 
territory should be noted. Especial stress should be 
laid upon the growing unity of the people through im- 
proved facilities for communication, etc. The growth 
of monopolies at equal pace with the progress of indus- 
trial and commercial development is an important 
feature of the period. The children should especially 
begin to realize something of the results of industrial 
progress in bringing within the reach of all such means 



246 ORGANIC EDUCATION. 

for the enrichment of life as newspapers, magazines, and 
books, public libraries and art galleries, cheap but 
beautiful reprints of great pictures and statuary, the 
beautifying of public and private property, opportunities 
for inexpensive recreations and pleasures, etc. Atten- 
tion should also be drawn to what public and private 
philanthropic effort has accomplished in the provision 
of public baths, vacation schools, playgrounds, etc. Such 
realization is of the highest ethical value, as stimulating 
the individual to make these advantages his own. 

1. Nature-Study. 

In connection with the study of Franklin and Morse, 
some simple experiments in electricity should be per- 
formed, and electrical standards of measurement ex- 
plained. In connection with Fulton, the subject of 
coal-formation should be reviewed from the preceding 
grade, experiments in the use of steam power described, 
and measurements explained. All machinery invented 
during this period should become familiar in principle, 
its power or capacity should be measured by the appro- 
priate standards, and comparisons drawn in detail be- 
tween the work accomplished by machinery now and 
that formerly accomplished by hand or horse power. 

The following subjects may be treated with greater or less 
detail at this point: igneous rock — granite, quartz, feldspar, mica. 
Erosion — chemical, physical; erosive agents. Sedimentation — 
solution (salt, lime), suspension (sand, clay) ; oceans, rivers, ice- 
bergs. Aqueous rock — sandstone, limestone, animal deposits. 
Effect of heat — gases, winds, liquids, evaporation, solids, disin- 
tegration of rock, motion, power. Study of coal — ferns of car- 
boniferous period, ferns of to-day, life-history of coal. Iron and 
copper — mining, properties, relation to invention. Steam — prin- 



THE WORK OF THE GRADES, IN OUTLINE. 24:1 

ciple of steam-engine, application to machinery. Magnetism — 
mariner's compass, terrestrial magnetism. Electricity — current, 
static, Atlantic cable, telegraph. Cotton — life-histoiy, cotton-gin. 
Life — relation of plants to minerals; relation of plants to animals. 

2. Measure. 

Such comparison and measuring involves the use of 
all the ordinary standards of measurements, and of 
many not commonly known, such as those for gas, 
electricity, steam power, etc. The measurements in- 
volved in the construction and use of the thermometer 
and barometer should also be studied. 

3. Expression. 

Some of the more important inventions should be 
reproduced so as to show the principle involved ; and 
pictures, diagrams, or maps used to illustrate all material. 
Patriotic speeches should be made by the children, and 
the national songs sung. The stories of Miles Standish 
and Rip Van Winkle should be acted. 

The study of our nation is followed in this grade 
by a brief study of the other nations of North America, 
as our nearest neighbors; their physical environment, 
industrial status, form of government, and relation 
with us. 

Books that may be read by the Children: — 
Montgomery, Beginner's American History. 
McMurry, Pioneer Stories. 

Larkin Dunton, The World and its People, Book IV. 
Scribner's Geographical Reader. 
Our World Reader. 
Longfellow, Evangeline. 
Robinson Crusoe. 
Ruskin, King of the Golden River. 



248 ORGANIC EDUCATION. 

Kingsley, Water Babies. 

Franklin, Autobiography. 

Eggleston, Primary History. 

Eggleston, Stories of Great Americans for Little Americans. 

Wagner, Pacific History Stories. 

Hiawatha, Story of the Four Winds. 

Dodge, American History Stories. 

Our World Reader, No. IV. 

Coe, Our American Neighbors, No. IV. 

Books of Reference: — 

Shaler, Story of our Continent. 

Shaler, The United States of America. 

Fiske, History of the United States. 

Bryce, American Commonwealth. 

Dana, Handbook of Geology. 

Spofford, Library of Historic Characters and Famous Events. 

North America, Vols. I. and II. 

Reclus, America. 

Mulhall, Industries and Wealth of Nations. 

Hayes, Kane, or (jreeley. The Arctic Regions. 

Fiske, The Discovery of America. 

Higginson, A Larger History of the United States. 

Thwaites, Epochs in American History. 

Hart, A. B., American History told by Contemporaries. 

Gregg, David, Makers of the American Republic. 

Chanuing, Student's History of United States. 

Austin, Standish of Standish. 

Allen, Choir Invisible. 

Winchell, Walks and Talks in Geological Fields. 

Much of the best material will be found in the current magazines. 

Pictures : — 

Bouguereau, Wheedling. 

Peel, An Unexpected Meeting. 

Greuze, Young Girl. 

Meyer Von Bi-emen, The Wounded Lamb. 

Leighton, The Music Lesson. 

Borckman, Mozart and his Sister. 



THE WORK OF THE GRADES, IN OUTLINE. 2i9 

II Rosso Fiorentino, Angel playing on tlie Lute. 

Pictures showing the evolution of inventions and industries. 

Millet, The Gleaners. 

Breton, The Gleaner. 

Dupre, The Haymakers. 

Lherraitte, The Harvest. 

Vuillefroy, Return of the Herd. 

Burne-Jones, Spring, Summer, Autumn, Winter. 

Daubigny, Spring. 

Corot, Spring. 

Millet, Angelus. 

Millet, Potato Planting. 

Millet, The Sower. 

Schneider, Mozart and his Sister. 

Dicksee, The Child Handel. 

Historic Places: — 

Plymouth Rock. 

Longfellow's Homes in Cambridge and in Portland. 

Standish House, Duxliury. 

Paul Revere's House, Boston. 

Christ Church, Boston. 

Old Bell Tower, Lexington. 

Minute Man, Concord. 

Old Liberty Tree, Boston. 

Bunker Hill Monument. 

Mount Vernon. 

Capitol and White House. 

Washington Elm. 

Washington Monument. 

Franklin's Birthplace. 

Lincoln's Home, Springfield. 

Lincoln's Statues in Boston and Chicago. 

Historic Events : — 

Powell, De Soto discovering the Mississippi. 
Weir, Embarkation of Pilgrims. 
Rothermel, Landing of Pilgrims. 
Bayes, Departure of Mayflower. 



250 OBGANIC EDUCATION. 

Boughton, Signing the Compact in the Cabin of the Mayflower. 

Neal, Watt discovering the Power of Steam. 

Boughton, Pilgrim Exiles. 

Trumbull, Battle of Bunker Hill. 

Trumbull, Battle of Princeton. 

Trumbull, Surrender of Burgoyne. 

Ti-umbull, Surrender of Cornwallis. 

Trumbull, Signing of Declaration of Independence. 

Leutze, Washington crossing the Delaware. 

Faed, Washington and Lafayette at Mount Vernon. 

Carpenter, First Reading of the Emancipation Proclamation. 

Portraits : — 

Stuart, George Washington. 
Martha Washington. 
Benjamin Franklin. 
Paul Revere. 
Thomas Jefferson. 
John Hancock. 
Robert Fulton. 
Samuel F. B. Morse. 
Abraham Lincoln. 
H. W. Longfellow. 
William Penn. 
Captain John Smith. 

Reliefs and Statues: — 

Rogers, Bronze Doors of the Capitol at Washington. 
Ghiberti, Gates at Florence. 
Statues or busts of great Americans. 

Grade B 5. 
A. GENERAL STATEMENT OF AIM AND MATERIAL. 

In the grammar grades the child can grasp complexer 
relations than in the grades below, and hence is able to 
make a more elaborate study of the subjects considered. 
In order that he may understand his own life, he must 



THE WOBK OF THE GRADES, IN OUTLINE. 251 

know the influences working around him ; to compre- 
hend these he must know their history. So, first, his 
own country is studied to see what elements enter into 
the life of the present. The development of present 
social institutions is considered, not as a whole as before, 
but as seen in different sections of country which show 
diversity of life and development under diversity of 
conditions. This study should form a basis from which, 
comprehended more clearly by furtlier study, he may to 
some extent forecast the future, and so secure such 
advantages for himself and others as this means may 
afford. 

After the study of our own country we view other 
countries and continents as our neighbors. The study 
of our neighboring continents in their historical and 
sociological aspects will mean always three things : A 
consideration (1) of our indebtedness to them in the 
past, (2) of our relations to them in the present, and 
(3) of the probable advantage or disadvantage on both 
sides of maintaining these relations in the future. Its 
scientific phase will consist of studies in the mutual 
action and reaction of man's inheritances and his en. 
vironment. 

B. ETHICAL AIMS. 

Children at this stage of development crave that 
which seems to them practical, namely, what will help 
them to future success. Their standard of value of 
any subject studied is its probable contribution to their 
equipment for a career. Industrial life seems to them 
to be of the greatest importance. The emphasis which 
they tend to throw upon this side of life is greater than 



262 ORGANIC EDUCAriON. 

it should be. There is need for giving the children a 
true idea of what is really practical. They need to see 
that the practical is not merely that which ministers to 
success in business life, but that which ministers to our 
highest development and usefulness ; and that while 
competition may enable one to accumulate more out- 
ward possessions, the aim of cooperation is the enlarge- 
ment of the self. 

For the ethical standard Hawthorne's Great Stone 
Face may be used throughout the term. The sequence 
of ideals shown through Mr. Gathergold (commercial), 
Mr. Blood and Thunder (military). Old Stony Phiz 
(statesman). The Poet (abstract goodness), Ernest (love 
and help for humanity), gives an opportunity to show 
that all below the highest is unsatisfactory. For our- 
selves as individuals we cannot be satisfied with any- 
thing less than the best. 

In dealing with the material, the United States in its 
organic relations shows the advantage of cooperation 
over competition, and helps to establish a standard of 
patriotism for each as part of the community, of the 
state, of the section, and of the nation. The nation is 
made up of individuals. The standard of the nation 
rises and falls according to the standard of individuals. 

Statues, pictures, buildings, songs, poems, stories, or other lit- 
erary forms belonging to, or representative of, each section are 
used in connection with the study of it. In the study of the New 
England section, as connected with the structure, the children 
may read Hawthorne's Great Stone Face, Jordan's Story of a 
Stone ; with the drainage, Longfellow's Mad River in the White 
Mountains, or Whittier's Merrimac River. The climate may be 
shown through Snow-Bound and the prelude to Among the Hills, 
by Whittier. These poems are also valuable as showing New 



THE WORK OF THE GRADES, IN OUTLINE. 253 

England life. In literature there is an embarrassment of riches. 
If with each section the noted writers of that section are con- 
nected, and wherever available their writings are used, the chil- 
dren will come to have an appreciation and knowledge of these 
writers, and a love for good literature, greater than can be gained 
in any other way. 

In taking up the United States as a whole, the follow- 
ing subjects may be considered: Acquisition of terri- 
tory. Industrial regions as changing with growth. 
Government. Story of our flag. Possessions. Re- 
sources. Belts of plant regions, distribution of animals, 
minerals. General idea of where productive, transform- 
ing, and exchanging industries are carried on. The 
most noted American authors (the work being carried 
on in connection with the work on the different 
sections). 

Pictures of national interest, of great historical events 
and distinguished people. (Pictures in the Capitol and 
Library at Washington, at Plymouth, pictures of Presi- 
dents, etc.) The children should keep note-books in 
which are collected pictures connected with their study 
of authors, the history and geography. (Railroad 
guides furnish good material for the geography, besides 
magazines.) Music, national airs. 

Compare the United States with other countries as to 
area, population, industries, products imported and ex- 
ported, amount of commerce, wealth, and means of com- 
munication (railroads, telegraph and telephone lines, 
lake and ocean vessels, etc.). 

Each section is to be studied under the following out- 
line : 

1. Geological history (brief statement) to account for 



254 ORGANIC EDUCATION. 

present physical conditions (as in New England, the 
number of lakes, character of rivers, soil, etc.). 

2. Significant physical features. State boundaries on 
the physical map. Significance of names. 

3. Original settlers and present inhabitants. Per- 
sonal characteristics. How large a factor in national 
life. First settlements. Centres of influence. Present 
influential regions or cities, and reasons for their 
supremacy. 

4. Development of home life from beginning to pres- 
ent, a. Family ties. h. Environment (natural and 
artificial), c. Structure of the house (its adaptation 
to environment, its beauty, etc.). 

5. Development of school life. a. Famous institu- 
tions, h. Noted teachers, c. Influence of American 
ideals, d. Influence of foreign methods. 

6. Development of social life. a. Modifying influ- 
ences, h. Distinguishing characteristics (brief state- 
ment). 

7. Development of industrial life. a. Great inventors 
and their inventions, h. Other causes of development. 
c. Centres of industry and trade. 

8. Development of state life. a. Political institu- 
tions (as reflecting general intelligence and as dissemi- 
nating general intelligence), h. Characters of political 
history, c. Centres of political influence, d. Historic 
places, monuments, etc. 

9. Development of church (as affected by and as 
affecting other social institutions). 

The presentation should be through the concrete wherever 
possible. 

The sections of our own country studied are as follows 



THE WORK OF THE GRADES, IN OUTLINE. 255 

(the name of the character or charactei^s connected with 
its early development, and designed for special study, 
being placed after the name of the section). 

These characters are to be studied with varying fulness of 
detail according to theu- representative quality or the significance 
of their lives in the development of the section. 

New England — Miles Standish. 
Middle Atlantic — Henry Hudson, William Penn. 
South Atlantic — John Smith and Lord Baltimore. 
Gulf — Oglethorpe. 

South Central — Boone, Robertson, Sevier. 
North Central — Clark, Putnam, Marquette. 
Southwestern — Houston. 

Western and Rocky Mountains — Whitman, Rogers, 
and Clark. 

North Pacific — Robert Gray. 
South Pacific — Sutter. 

South America is considered first as to its physical 
features, then as to the inhabitants found there by the 
early discoverers and conquerors. Afterward the states 
as they exist to-day are studied. The people of these 
states are studied under the topics used before, as char- 
acter, appearance, clothing, home, etc. 

1. Nature-Study. 

The children should study more systematically than 
in previous grades the typical plants and animals in 
their own environment to see the relation of structure 
to function and environment. This should form a basis 
for understanding differences in the life of the different 
sections. 



256 OBGANIC EDUCATION. 

The evolution of plant life is followed through the 
study of algae, fungi, lichens, mosses, liverworts, ferns, 
club mosses, horsetails, evergreen trees, and flowering 
plants. 

Animal life is traced through the amceba, sponge, 
coral, starfish, sea-urchin, clam or oyster, butterfly or 
moth, frog, fish, bird, and mammal. 

2. Measure. 

To make clear the comparisons suggested and the de- 
velopment of the different sections in the various lines 
mentioned, a great deal of use is made of form and num- 
ber. The children should know processes with fractions 
and decimals and simple work in percentage. This 
work requires also the application of the knowledge of 
denominate numbers gained in the grade below. 

3. Expression. 

Maps, diagrams, charts, models, drawing, painting 
and modelling of nature-work, description and narration 
both oral and written. 

Books that may be read by the Children: — 
McMurry, Pioneer History Stories. 
Wright, Stories from American History. 
Jane Andrews, Ten Boys. 
Jane Andrews, Stories Mother Nature Told. 
Montgomery, American History. 
Newell, Botanical Reader. 
Hale, A New England Boyhood. 
Larcom, A New England Girlhood. 
Judson, The Young American. 
Carver and Pratt, Our Fatherland. 
Burton, The Story of Our Country. 
Eggleston, Great Americans for Little Americans. 



THE WORK OF THE GRADES, IN OUTLINE. 257 

Johonnot, Stories of Our Country. 

Wagner, Pacific History Stories. 

Wright, Seaside and Wayside Readers. 

Shaler, Story of Our Continent. 

Dunton, Tlie World and its People (Vols. III. and IV.). 

Bryant : 
Monument Mountain. 
The Fringed Gentian. 
Twenty-second of December. 
The Tides. 

Song of Marion's Men. 
Scene on the Banks of the Hudson. 
Song of the Sower. 
Death of the Flowers. 
March. 
The Prairies. 
The Green Mountain Boys. 

Whittier : 
The Merrimac. 
Skipper Ireson's Ride. 
Barefoot Boy. 
Red Riding Hood. 
The Kansas Emigrants. 
Barbara Frietchie. 

What the Birds Said (poem on slavery). 
Songs of Labor. 
Faneuil Hall. 

The Last Walk in Autumn. 
The Mayflowers. 
The Witch's Daughter. 
Mountain Pictures. 
Trailing Arbutus. 
Chicago. 

Centennial Hymn. 
The Pumpkin. 
To Peinisylvania. 
The Pass of the Sierras. 



258 ORGANIC EDUCATION. 

Longfellow : 
Hiawatha. 
Evangeline. 
Skeleton in Armor. 
Village Blacksmith. 
Arsenal at Springfield. 
Old Clock on the Stairs. 
Building of the Ship. 
Miles Standish. 
Paul Revere's Ride. 
The Builders. 
Charles Suniner. 
The Poet's Calendar. 

The Slave in Dismal Swamp. » 

The Lighthouse. 
The Tide Rises, the Tide Falls. 
Wreck of the Hesperus. 
Mad River. 

A Summer Day by the Sea. 
Daybreak. 
Snow Flakes. 

The Ladder of St. Augustine. 
Poems of Places. 

Lowell : 
Wendell Phillips. 

The Vision of Sir Launfal (selections^. 
The Heritage. 
Stanzas on Freedom. 
The First Snow-Fail. 

Holmes : 
The One Hoss Shay. 
The Broomstick Train. 
The Last Leaf. 

Army Hymn (may also be sung to the tune of Old Hundred). 
Liternational Ode — Our Fathers' Land (tune, America). 
The Ploughman. 



THE WORK OF THE GRADES, IN OUTLINE. 259 

Irving : 
Description of the West. 
Rip Van Winkle. 
Legend of Sleepy Hollow, 

Sidney Lanier, Corn, The Symphony (Selections). 

Geo. W. Cable, Burning of St. Michael's, Beautiful Willamette. 

Hawthorne, The Great Stone Face. 

John Burroughs, Birds and Bees — essays. 

Sangster, The Old Sampler. 

Reference Books : — 

C. D. Warner, The Great Northwest. 
Mateaux, A Wonderland of Work. 
Channing, The United States of America. 
Bryce, The American Commonwealth. 
Chase and Clou, Stories of Industry. 
Fiske, The Beginnings of New England. 
Wright, The Industrial Evolution of the United States. 
Shaler, United States of America. 

Andrews (Scribner's Magazine), A History of the Last Quarter 
Century in the United States. 

Wright, Industrial Evolution in the United States. 

Higgins, New Guide to the Pacific Coast. 

Warner, Our Italy. 

Wright, Stories of American Inventors. 

Harper's Magazine, Spanish-American Republics. 

Parkman, Discovery of the Great West. 

Morley, Song of Life. 

Lubbock, Beauties of Nature. 

Lubbock, Flowers, Fruits, and Leaves. 

W. Hamilton Gibson, Sharp Eyes. 

Reclus, The Earth and its Inhabitants. 

Pictures : — 

Photographs of American and South American Scenery. 
Views of important cities. 
Pictures of the characters studied. 
Trumbull, Battle of Princeton. 



260 ORGANIC EDUCATION. 

Trumbull, Battle of Bunker Hill. 
Trumbull, Surrender of Burgoyne. 
Trumbull, Surrender of Cornwallis. 
Trumbull, Signing the Declaration of Independence. 
Trumbull, Death of General Montgomery. 
Rothermel, Landing of the Pilgrims. 
Boughton, John Alden and Priscilla — The Courtship. 
Boughton, Pilgrim Exiles. 
Boughton, Pilgrims Going to Church. 
Boughton, Priscilla. 

Weir, The Embarkation of the Pilgrims. 
Bayes, The Departure of the Mayflower. 
Millet, The Angelus. 
Millet, The Sower. 
Millet, The Gleaners. 
Millet, ■Sheep-Shearing. 
Le RoUe, The Shepherdess. 
Landseer, Members of the Humane Society. 
Dupre, The Haymakei's. 
Dicksie, Swift and Stella. 
Countess Potoka. 

Pictures in the Congressional Library and the Boston Public 
Library. 

Modern Architecture : — 

The "Sky Scrapers" of New York and Chicago. 
Pictures of historic houses, trees, etc., given in the Perry Cata- 
logue. 

Reliefs and Statues: — 

Donatello, Cherubs from San Antonio altar, Padua (six groups). 
Victory (Nike) decorating a Trophy. 
Winged Victory. 
Bust of Lincoln. 
Bust of Washington. 

The Art and Architecture of the World's Fair (30 vols., Barrie, 
publisher), or any other good illustrations of the same subject, 
may be used in this grade. 



THE WORK OF THE GRADES, IN OUTLINE. 261 

Grade A 5. 
A. ANALYSIS OF CHARACTER. 

The children of this grade care for what is practical 
for them personally. Competition is a prominent 
characteristic. They are easily contented to do what 
" everybody does " if it is in line with their success, and 
are disinclined to hold to a higher moral standard. 
They are interested in tracing phenomena back to their 
causes. They care to know the relations of things, 
and do not willingly follow a subject unless the rela- 
tions are clear. The desire for boisterous physical 
exercises seen in children before this grade seems to be 
turning to a desire for energetic action, but with some 
purpose besides play. 

B. ETHICAL AIMS. 

The easy morality of children of this age needs to be 
quickened by helping them to see that the roots of 
events lie far back in history, that nothing comes by 
chance, to-day is the product of perhaps a remote past. 
We do not obtain good results without effort; if we 
wish them, we must provide for them. 

" The key of yesterday I threw away, 
And now to-day, 

Before to-morrow's fast closed gate, 
Helpless I wait. 

In vain to pray, in vain to sorrow ; 
Only the key of yesterday unlocks to-morrow." 

C. GENERAL STATEMENT OF MATERIAL. 

After studying the development of our own and of 
our sister continent, the child turns to Europe, that 



262 ORGANIC EDUCATION. 

continent which was the earlier home of our race, and 
the cradle of our civilization. The study of Europe is 
begun at this period not only because of ite past rela- 
tions to us, and the rich heritage of experiences, inven- 
tions, and arts that we now hold from it ; but because 
our closest contact in the present, industrially, com- 
mercially, and socially, is with Europe. 

Here we first study, as before, the physical environ- 
ment with which our ancestors came in contact. We 
then study, in the order of historic development, the 
political divisions of Europe. The history of each 
country is studied in its broad outlines, with especial 
emphasis upon the social institutions as affecting ^nd as 
affected by ourselves. That which has been most influ- 
ential and that which still yields most pleasure in the 
lives of great men, in science, inventions, and arts, is 
made familiar to the children. The time for this 
work is so limited and the material so abundant that 
the greatest care will be necessary in selecting the 
material for study. Institutional life should be pre- 
sented through the concrete wherever possible. 

So far as the end of education is concerned the mas- 
ter-works in architecture, sculpture, painting, literature, 
and music will yield better results than detailed de- 
scriptions of rivers, capes, etc. The physical featrres 
are not to be neglected, but the purpose for which they 
are studied should be kept in mind, and the time and 
attention allowed them should be determined by this. 
Our commercial relations with Europe are important, 
and affect our daily living ; but not less important is 
the constant interchange of ideas. The children, 
having once obtained a glimpse of our relations, will 



THE WORK OF THE GRADES, IN OUTLINE. 263 

be interested to follow future developments for them- 
selves. 

In the study of the continent as a whole only the most signifi- 
cant features should be noticed, such as structure and outline in 
general, drainage, climate, and productions. Any details which 
are necessary may be connected with the study of the political 
divisions. 

The children should have considerable power in 
interpreting maps by the time they reach this grade. 

The study of each political division, taken in order of its his- 
torical development, should cover the following points : — 

1. General view of physical features, to indicate the relation 
of this section to the whole continent, and their probable affect 
upon the people, industries, etc. 

2. A study of the character, appearance, and clothing of the 
people. 

3. A short history of the development of the people, politically. 
A study of the other social institutions : home, school, social 

life, industrial life, church. 

The central thought in the political history should be the 
development of political freedom. In the study of each political 
division everything which illustrates the actual life of the time, 
such as products, inventions, utensils, ornaments, statuary, pic- 
tures, stories, poems, etc., should be shown by the teacher, in an 
endeavor by all possible means to make the civilization of the 
country real to the children. They should fairly live in each 
country as they study it. The topics need not necessarily be 
taken in this order, and often the institutions are so interrelated 
that they cannot be easily separated. The work should be in the 
concrete ; the life of some representative man may show the mean- 
ing of the state at a certain period better than a lecture on the 
period would. A picture of a gladiatorial contest in the Coliseum 
would mean more than a bare statement. 

At every point comparison should be drawn between 
the physical features, political history, and civilization 



264 ORGANIC EDUCATION. 

of the country studied, and the same aspects of other 
countries of the past and of the present, especially our 
own. 

1. Measure. 

Considerable attention to measure will be needed in 
order that the children may gain correct ideas of the 
physical environment, cost of production or manufac- 
ture and its effect upon our home market, size of 
country and population to the square mile as compared 
with similar facts for our own and other countries, the 
percentage of illiteracy, the extent of commerce, cost 
of the government and of individual living, taxation, 
wages, profit and loss on the export and import of 
products. 

2. Nature-Study. 
Gravitation. 
Weight. 

Density of bodies. 
Balances. 
Levers. 

Levers in the human body. 

Sun-dial. 

Pendulum. 

Clock. 

Specific gravity. 

3. Expression. 

The ideas gained in regard to the civilization of each 
country should be expressed in all ways possible, as, 
for example, bj^' drawing maps, writing, making collec- 
tions of pictures, building temples and cathedrals and 



THE WOEK OF THE GRADES, IN OUTLINE. 266 

painting historic ornaments. Lists of pictures, statues, 
etc., to be used for this purpose, are given below. 
The following outline will be found useful : — 

I. The Preparation of Europe for Civilization. 

Brief view of tiie geological changes determining the present 
physical conditions of Europe. Causes of the geologic epochs. 
Present appearance, taking significant structural regions, and 
showing influence of these uj^on outline, drainage, climate, pro- 
ductions, and history. Early inhabitants : river-drift men, cave- 
men, Iberians, Aryans. Aryans as wandering tribes. General 
view of the order of development of civilization. Poems and 
prose writings, to show the wonder and grandeur of nature, the 
patience of nature to perfect life. Early myths showing the 
vague and unscientific nature of the explanation of natural phe- 
nomena. Pictures of grand, majestic, and beautiful scenery. 
Music: hymns of praise, songs with majestic movement. Use of 
form and number to induce definite concepts of length and causes 
of geologic ages, the building of the continent, time of early 
inhabitants, etc. 

n. Civilizations of Europe that have contributed 
LARGELY TO OUR OwN. — Greece (to illustrate plan of study). 

1. Outline of boundaries pla»ed on physical map. Decide the 
physical conditions and give important details. Significance of 
physical features in history, location of historic places and impor- 
tant cities. 

2. View from the Acropolis at Athens, its geographical signifi- 
cance, the explanation of its beauty. 

3. Historical development traced through concrete illustrations. 
Legendary period, Trojan war, Lycurgus and Solon, battles of 
Thermopylse and Marathon, Pericles, Alexander the Great, Fall 
of Corinth, Destruction of the Parthenon, Byron and the Greeks, 
the revival of the Olympian games, Greece to-day. Trace our in- 
debte iness to them and our present relations. Suggestions as to 
the future of Greece. 

4. Story of the Iliad and Odyssey. Some important myths and 
their interpretation. 



266 ORGANIC EDUCATION. 

5. Study of sun-dial and water-clock. 

6. Pictures or sculpture showing the finest specimens of archi- 
tecture and statuary. Greek life and story as depicted by artists 
of other countries (as David, Leighton, Alma Tadema, Coomans, 
and Flaxman). Pictures showing scenery in Greece. 

7. Proportion used by Greeks in temples, vases, statues, etc. 

8. Music : of a cheery and vivacious nature. 

9. Expression : show plan of Athens by means of sand table, 
placing temples on Acropolis, locating agora, stadium, etc. Build 
the Parthenon with blocks, draw and paint historic ornament, 
mould vases, make chariots, illustrate note-books by drawing and 
painting. 

III. States of Europe in Cooperation with the United 
States. 

IV. States of Europe having Little Significance for 
THE United States. 

Statuary : — 
Laocobn. 

Niobe Mother. Florence. 
Minerva. Vatican, Rome. 
Michael Angelo, Moses. Rome. 
Jean de Bologna, Mercury. Florence. 
Venus de Milo. Louvre, Paris. 
Ariadne. Vatican. 
Apollo Belvedere. Vatican. 
Nike of Samothrace. 

Reliefs : — 

Elgin Marbles. 
Nike tying Sandal. 
Nike placing Trophy. 
Delia Robbia. 

Pictures : — 

Raphael, Sistine Madonna. 

Raphael, Transfiguration. Vatican. 

Michael Angelo, Three Fates. 

Michael Angelo, Last Judgment. Sistine Chapel, Rome. 



THE WORK OF THE GRADES, IN OUTLINE. 267 

■ Michael Angelo, Ceiling of Sistine Chapel. 

Leonardo da Vinci, Last Supper. Milan. 

Millet, Angelus. Carnegie Collection, Pittsburg. 

Carlo Dolci, Mater Dolorosa. Dresden Gallery. 

Reynolds, Angel Heads. National Gallery, London. 

Roe, Joan of Arc. 

Pradilla, Surrender of Granada. 

Spengenberg, Luther introduced to the Home of Frau Cotta. 

Notte, Hannibal crossing the Rhone. 

Jules Lecompte du Nouy, Demosthenes. 

Checa, Roman Chariot Race. 

David, Death of Socrates. 
Photographs : — 

Rialto, Venice. 

Bridge of Sighs, Venice. 

Piazzetta S. Marco, Venice. 

Cortile del Palazzo Ducale, Venice. 

St. Mark's, Venice. 

Grand Canal, Venice. 

Campanile S. Giorgio, Venice. 

Doge's Palace, Venice. 

Porta S. Andre, Genoa. 

Statue of Columbus, Grenoa. 

S. Lorenzo, Genoa. 

Notre Dame, Paris. 

Boulevards, Paris. 

Church of Madeleine, Paris. 

Le Nouveau Louvre, Paris. 

Cathedral, Amiens. 

Cathedral, Cologne. 

Giotto's Tower, Florence. 

Ghiberti's Gates, Baptistery, Florence. 

Palazzo Vecchio, Florence. 

Temple of Vesta, Rome. 

Tarpeian Rock, Rome. 

Castle and Bridge of St. Angelo, Rome. 

St. Peter's, Rome. 

The Forum, Rome. 



268 OhGANIC EDUCATION. 

Palace of the Caesars, Rome. 
Coliseum, Rome. 

Arches of Constantine and Titus, Rome. 
Campo Santo, Pisa. 

Cathedral, Baptistery, and Leaning Tower, Pisa. 
Pulpit in Baptistery, Pisa. 
Parthenon, Athens. 
Cathedral, Milan. 
Cathedral, Burgos. 
Cathedral, York. 
Bay of Naples. 
Lion of Lucerne. 
Guild Halls at Brussels. 
Canals in Holland. 
Edinburgh Castle. 
Westminster Abbey. 
Parliament Houses, London. 
Milan Cathedral. 
Cologne Cathedral. 
Stories Suggested: — 
The Golden Fleece. 
Scylla and Charybdis. 
Aurora. 
Iliad. 
Odyssey. 
Prometheus. 
iEneas. 
Virginia. 
Horatius. 

Stories from Hawthorne's Wonder Book. 
Siegfried. 
William Tell. 
Story of Roland. 
Joan of Arc. 
Robin Hood. 
Rolert Bruce. 
Harold. 
King Arthur. 



THE WORK OF THE GRADES, IN OUTLINE. 269 

Caisar. 

"William the Silent. 
Don Quixote's Adventures (selected). 
Irving, Descriptions from Alhambra. 
William Lisle Bowles, On the Rhine. 
Yonge, Book of Golden Deeds. Selections. 
Baldwin, Nibelungen Stories. 

The Nixy's Chord. Cosmopolitan, September and October, 1895. 
The Hero of Haarlem. 
Rogers, Thei-e is a Glorious City in the Sea. 
The Dog of Flanders. 
Books for Teachers: — 
Von Falke, Greece and Rome. 
Guerber, Myths of Greece and Rome. 
Gayley, Classic Myths. 
Liibke, History of Art. 
Von Reber, Ancient Art. 
Schliemann, Mycense and Tiryns. 
Hanson, The Land of Greece. 
Bliiinner, Home Life in Ancient Greece. 
Wilkinson, Greek College Course (Speech of Demosthenes). 
Hawthorne, The Marble Faun. 
Mahaffy, Pictures of Greece. 
Church, Stories of the Old World. 
Gardner and Jevons, Grecian Antiquities. 
Manning, Italian Pictures. 
Preston and Dodge, Private Life of the Roman. 
Forbes, Rambles in Rome. 
Lytton, Last Days of Pompeii. 
Macaulay, Lays of Ancient Rome. 
Howells, Italian Journeys. 
George Eliot, Romola. ' 

Bryant, Translation of Iliad and Odyssey. 
De Amicis, Holland and its People, Spain, Studies of Paris. 
Allen, Great Cathedrals of the World. 
Symonds, Renaissance in Italy. 
Ruskin, Stones of Venice. 
Conway, Flemish Artists. 



270 ORGANIC EDUCATION. 

Owen Jones, Grammar of Ornament. 

Gibson, Sharp Eyes. 

Morley, Song of Life. 

Morley, Life and Love. 

Lubbock, The Beauties of Nature. 

Fiske, Excursions of an Evolutionist. 

Fiske, Darwinism. 

Poulton, The Colors of Animals ; their Meaning and Uses. 

Hamlin, Pictures from English Literature. 

Wright, Children's Stories from English Literature. 

Harrison, New Calendar of Great Men. 

Bolton, Famous Voyagers and Explorers. 

Smiles, Men of Invention and Industry. 

Kingsley, Roman and Teuton. 

Du Chaillu, The Viking Age. 

Dippold, The Ring of the Nibelung. 

Frost, The Wagner Story Book. 

Adams, Civilization during the Middle Ages. 

Lacroix, Manners, Customs, and Dress of the Middle Ages. 

Burckhardt, Civilization of the Renaissance. 

Gardiner, Short History of England. 

Taine, History of English Literature. 

Rogers, Stoiy of Holland. 

H. R. Haweis, My Musical Memories. 

Holmes, Our Hundred Days in Europe. 

Meyers, General History. 

Goldsmith, The Traveller. 

V. Hugo, Les Miserables. 

Motley, Rise of the Dutch Republic. 

Books that may be read by the Children : — 

Hawthorne, Wonder Book. 
Hawthorne, Tanglewood Tales. 
Baldwin, Story of Siegfried. 
Baldwin, Story of Roland. 
J. Andrews, Ten Boys. 
Butterworth, Zigzag Journeys. 
Martineau, Peasant and Prince. 



THE WORK OF THE GRADES, IN OUTLINE. 271 

Pyle, Men of Iron. 

Doyle, The White Company. 

Brooks, Chivah'ic Days. 

Bolton, Girls who became Famous. 

Bolton, Boys who became Famous. 

Dodge, Hans Brinker. 

Scott, Ivanhoe. 

Dodge, The Land of Pluck. 

Ewing, Jan of the Windmill. 

Hughes, Tom Brown at Rugby. 

Henty, The Lion of St. Mark's. 

Henty, Wulf the Saxon. 

Coe, Modern Europe. 

Cervantes, Don Quixote. 

Irving, The Alhambra. 

Pratt, Northern Europe. 

Taylor, Boys of Other Countries. 

Scott, Tales of a Grandfather. 

Kings ley, Greek Heroes. 

Lamb, Adventures of Ulysses. 

Lamb, Tales frbm Shakespeare. 

Ruskin, King of the Golden River. 

Dickens, Child's History of England. 

Dickens, Dombey and Son. (As arranged for children.) 

Yonge, Histories of European Countries. 

Yonge, Heroes of the Seven Hills. 

Aguilar, Days of Bruce and Vale of Cedars. 

Church, Stories of the Old World. 

Baldwin, Stories of the Olden Time, The Horse Fair. 

Bulwer Lytton, Last Days of Pompeii, and Rienzi. 

Frost, Wagner Story Book. 

Bodley Books. 

Vassar Girls. 

Plutarch for Boys and Girls. 

Hamlin, Pictures from English Literature. 

Wright, Stories from English Literature. 

Barr, A Bow of Orange Ribbon. 

Butterworth, Little Arthur's History of Rome. 



272 ORGANIC EDUCATION. 

Grade B 6. 
A. ANALYSIS OF CHARACTER. 

Besides the spirit of competition, investigation, com- 
mercial enterprise and desire for finding relations char- 
acteristic of the preceding grade, there is manifested 
now a still greater desire for relating and comparing 
knowledge, for generalizing and organizing. On the 
positive side this appears as a desire for authoritative 
knowledge ; on the negative side as a tendency to 
scepticism. 

B. ETHICAL AIMS. 

The aim here should be to show that science confirms 
history, that the ideals which have lived through his- 
tory are the real. The commercial standard is for the 
day, the ethical is for all time. Facts, books of refer- 
ence, experiments in science, the making of history as 
seen in current events, should be used to satisfy the 
desire for authority and relationship. 

The material for this grade is abundant because of 
the contrast between the old ideas and the new, and the 
opportunity of seeing the effect of the new upon the 
old in the awakened enterprise of some of the oldest 
countries. Differences in ways of living, in religious, 
political, and industrial ideals, bring out clearly our 
advantages, and also prevent the narrow conceptions 
which a study of people with ideas more nearly like 
our own might tend to form. 

C. GENERAL STATEMENT OF MATERIAL. 

In this grade we study the scene of the earliest 
development of part of our race. We view Asia to 



THE WORK OF THE GRADES, IN OUTLINE. 273 

learn the significance of the past and the conditions of 
the present, and to anticipate the probable future rela- 
tions between this neighbor and ourselves. We study 
historically the physical features of Asia, to see what 
was provided by nature before nature was modified by 
man, to anticipate the adaptations which will be neces- 
sary, and the difficulties which must be overcome. On 
this physical basis we construct the history of each 
political division, in its order of development, and 
become familiar somewhat in detail with its past and 
present civilization. 

Although the children by this time should have considerable 
power in filling with life the form and coloring of a map or the 
word symbols in a description, the concrete in the form of a story, 
poem, or the colored pictures now so easUy obtained, will be of the 
greatest value. 

On this physical basis we trace the life that appeared 
on the continent, the rise, culmination, and decline of 
ancient nations, and their influence upon the civiliza- 
tion of our own. This study is followed by a view of 
the political divisions as they exist at the present time. 

History, as it is being made in Asia as well as in other conti- 
nents, requires daily following. Hence text-books and even the 
current magazines will be found not altogether satisfactory. The 
daily paper (although unfortunately not always reliable) is a neces- 
sity in carrying on this study. 

Comparisons should be made with continents studied before. 
All possible aids should be summoned, as pictures, books, maps, 
products, to secure definite conceptions of the life of the people. 
Number and form should be employed wherever exactness is 
desirable. Translations of some of the Asiatic writers (especially 
Persian and Indian), as well as the writings of European and 
American travellers, will help to make conceptions vivid. All of 
the various means of expression shoidd be used. 



274 ORGANIC EDUCATION. 

The children should be given some of the old San- 
skrit root words common to different branches of the 
race. 

1. Measure. 

For definiteness of conception, form and number must 
be used constantly. To compare life in Asia and 
America, the children must have a definite knowledge 
of many things which before they have known but 
vaguely. In comparing home life, the children inquire 
into the size and cost of the lots upon which their 
homes are built; they ask what determines the value 
and advantage of different sites. They learn the com- 
parative value and cost of different materials used in 
building, and cost of constructing buildings of different 
kinds. They learn the source and cost of various fur- 
nishings, especially those from Asia. The children 
obtain samples of materials and facts as to cost wher- 
ever possible, and these furnish the basis for the under- 
standing of the conditions of their own living and 
comparisons with and relation to the life in Asia. The 
teacher furnishes the facts for the problems when the 
children are unable to obtain them. (This calls for 
the use of the daily newspaper.) Such work, of course, 
makes necessary a knowledge of fractions, decimals, 
percentage, interest, measures and standards, and busi- 
ness forms for exchange. 

2. Expression. 

Maps to show physical features, products, compara- 
tive freedom of government, development in history ; 
drawings and paintings to show the conventionalizing 
of natural forms for the purpose of art ; reproduction of 



THE WORK OF THE GRADES, IN OUTLINE. 275 

art forms typical of different peoples, and designing 
from this basis ; planning of typical houses and design- 
ing of furnishings ; drawing and making suggested by 
the science work ; oral and written language. 

3. Nature-Study. 

Stones and soil. 

Pressure of liquids. 

Atmospheric pressure. 

Barometer. 

Pump. 

Molecular action. 

Circulation in animals. 

Capillarity in plants. 

Study of flowers and fruits cultivated in our own 
country but native to Asia, as the rose, chrysanthemum, 
tulip ; the apple, pear, plum. 

The following outline is proposed as a guide in the planning of 
work for this grade. 

I. Early Condition of Asia. 

1. Brief account of the geological history of Asia. Present 
appearance as to physical features. 

2. Study of soils : power to absorb and retain heat, power to 
absorb and retain moisture, relation of soils to plant and animal 
life. Study of air : weight, pressure, compi-essibility. Work of a 
stream : wearing, carrying, depositing. 

3. Habitat of races. General idea of the different races ; their 
distribution ; the identification of Europeans and Americans. 

4. Asiatic myths of creation. Bible and other accounts of the 
flood. From the idea of a common origin should grow the feeling 
of toleration and brotherhood. Literature to illustrate this point. 

5. Pictures which illustrate the early myths of creation (as Days 
of Creation by Burne-Jones, MiiTors of Time by F. McGregor, etc.). 



276 ORGANIC EDUCATION 

Pictures which illustrate the idea of brotherhood. Pictures which 
give definite ideas of scenery in Asia. 

6. Comparison with other continents studied to give definite 
ideas of relative extent, elevation, fertile and barren regions, 
drainage, climate, and productions. Study of percentage. Maps 
to show geological changes and physical features. 

7. Diagram of races ; maps to show location. 

II. Development of Ancient Civilizations. 

1. Migration of the Aryans. Early development of Hindoos. 
Development of people in Tigris and Euphrates Valley. Hebrews. 
Persians. (The study of Cyrus the Great may be used to unify 
this work and be made to cover the essential points to be ab- 
stracted.) The Chinese and Japanese. 

2. Location of civilizations on physical map. Study of details 
, of physical features, where significant. 

3. Some of the old myths of Aryan origin, with their interpreta- 
tion. Selections from the Vedas and stories from the Mahabharata. 
Show ideals of the Persians from the Zend Avesta. Ideals of the 
Hebrews from the Bible. Show character of the Chinese and 
Japanese through literature. Sohrab and Rustum used for ex- 
tended study (Matthew Arnold's version used principally). 

4. Typical illustrations from Hindoo, Persian, Chinese, and 
Japanese art, in architecture, ornamental designs, pottery, fabrics, 
etc. 

5. Music that simulates Oriental effects ; airs from Peer Gynt 
Suite by Grieg, and Persian Garden by Lehman, On Wings of Song 
and Suleika (allegro) by Mendelssohn. 

6. Comparisons, by use of number and form, to give definite 
ideas of extent, population, resources, cost of living, relation to the 
United States. 

7. Study of barometer : construction, use. Study of pumps : 
lifting, force, construction, uses. Study of flowers native to Asia: 
rose, tulip, chrysanthemum. 

8. Place outline of countries on physical map. Draw, paint, 
make, mould, illustrate by pictures the institutional life and nat- 
ural environment. Describe and illustrate the work in nature- 
study. 



THE WORK OF THE GRADES, IN OUTLINE. 277 

III. Condition of Asia at the Present Time. 

1. Brief history of the English in Asia, of the French, of the 
Germans, of the Russians. Show influence on social conditions. 
(Use concrete illustrations, as Warren Hastings as tj'pe of English 
viceroy.) 

2. Show extent of influence of the European nations in area. 
Compare extent of influence and command of resources. Relation 
to the United States. Countries not affected by Western civiliza- 
tion to any appreciable extent. Significant physical features of 
countries studied. 

3. Literature (suitable for children) by Europeans or Ameri- 
cans tinged by influence from Asia, as Kipling's stories, Lafcadio 
Hearn's stories, Moore's Lalla Rookh, extracts from Light of Asia 
by Arnold. 

4. Pictures of Asiatic life or subjects by European or Ameri- 
can artists. 

5. Study of liquids : pressure, buoyancy, capillarity in plants, 
circulation of blood. 

IV. Probabilities as to the Future. 

Follow changes in boundaries, possessions, and use of inveii- 
tions, as modifying life and products. Follow influence of amv 
results upon the United States. 

Through magazines and newspapers, follow changes in situa- 
tion in China, Indo-China, Asiatic Russia, and all parts of Asia 
undergoing modification. 

Keep scrap-books of clippings, articles, and pictures showing- 
progress of events. 

Reading for Children : — 
Andrews, Jane, Ten Boys. 
Bacon, Alice M., Japanese Girls and Women. 
Bacon, Alice M., A Japanese Interior. 
Bacon, G. B., Siam. 
Wise, Boy Travellers in Arabia. 
Greey, Young Americans in Japan. 
Vincent, Land of the White Elephant. 
Steel, Flora, Tales of the Punjab. 



278 ORGANIC EDUCATION. 

Kipling, Jungle Stories. 

E. Arnold, Youth of Buddha, Light of Asia. 

M. Ai-nold, Sohrab and Rustuni (selections). 

Hale, Arabian Nights. 

Pratt, Stories of India. 

Pratt, Stories of China. 

Andrews, Each and All (Chinese Girl). 

Pratt, Story Land of Stars. 

Miller, Little People of Asia. 

Magazine Articles: — 

Yan Phon Lee, Boys and Girls of China, St. Nicholas, Vol. 17, 
p. 362. 

M. F. Upton, Chinese Girl Slaves, Youth's Companion, Vol. 64, 
p. 270. 

C. D. Weldon, Kites of the Japanese, Harper's Young People, 
Vol. 15, p. 529. 

R. Wildman, A New Year's Day in Singapore, Youth's Com- 
panion, Vol. 67, p. 7. 

Z. Cocker, Amusements and Manners in the Celestial Empire, 
Harper's Young People, Vol. 13, p. 422 ; Vol. 14, p. 692. 

Adele M. Field, An Elephant liunt in Siam, St. Nicholas, 
Vol. 18, p. 151. 

V. Gribayedoff, A Siberian Tiger Hunt, Harper's Young People, 
Vol. 14, p. 853. 

A. J. Grant, A Chinese Junk, Youth's Companion, Vol. 64, 
p. 388. 

Viceroy of India, Youth's Companion, Vol. 66, p. 572. 

Chinese Exclusion, Youth's Companion, Vol. 66, p. 292. 

New Treaty with China, Youth's Companion, Vol. 67, p. 412, 

Books of Reference : — 

Clark, The Ten Great Religions. 

Finch, Lotus-Time in Japan. 

Miller, Little People of Asia. 

Jane Andrews, Ten Boys. 

Benjamin, Story of Persia. 

Knox, Siam and Java. 

Moore, Fire Worshippers (Lalla Rookh). 



THE WORK OF THE GRADES, IN OUTLINE. 279 

Benjamin, Persia and the Persians. 

Taylor, Origin of the Aryans. 

Fiske, Excursions of an Evolutionist. 

Holcombe, The Real Chinaman. 

Smith, Chinese Characteristics. 

Coltman, The Chinese, Their Present and Future. 

Yan Phon Lee, When I was a Boy in China. 

Norman, The Real Japan. 

Rein, The Industries of Japan. 

Vincent, Through and Through the Tropics (India). 

Arnold, Indian Myths. 

Arnold, Light of Asia. 

Henty, With Lord Clive in India. 

Zimmern, Firdiisi's Epic of the Kings. 

O'Uonovan, Story of the Merv. 

Kennan, Siberia. 

Perrot and Chipiez, Chaldea. 

Fergusson, History of Architecture. 

Ltibke, History of Art. 

Church, Stories from the East by Herodotus. 

Guyot, Earth and Man. 

Tomlinson, Rain Cloud and Snow Storm. 

King, The Soil. 

Gering, A Ride Through Asia Minor and Armenia. 

Lafcadio Hearn and Robert Blum, Sketches of Japanese Life. 

Taylor, Travels in Central Asia. 

Taylor, Travels in Japan. 

Taylor, Travels in Arabia. 

Taylor, Travels in Siam. 

Reclus, The Earth and Its Inhabitants, Vol. 11. 

Butterworth, Zigzag Journeys in India. 

Douglas, China. 

French, Our Boys in China. 

French, Our Boys in India. 

Knox, Japan. 

Knox, China. 

Knox, Overland Through Asia. 

Knox, The Boy Travelers in the Far East. 



280 ORGANIC EDUCATION. 

Knox, Siam and Java. 

Rawlinson, Five Great Monarchies of the Ancient World. 
Perrot and Chipiez, History of Art (Persia). 
Ragozin, Story of Chaldea. 
A. M. Fulde, A Corner of Cathay. 

Ragozin, Z. A., Story of the Nations Series ; Chaldea, Assyria, 
Media, Babylon, Persia, Vedic India. 
Keene, Asia. 

Pictures : — 

Sargent's pictures in Boston Library. 

Photographs and photochroms of scenery, views of cities, and 
pictures showing the industries and art of Asia. 

Chinese and Japanese pictures. 

A collection should be made of objects showing the art and 
industry of the people of Asia. 

Michael Angelo, Moses. 

IVIichael Angelo, Prophets and Sibyls. ' 

Verastchagin, The Taj. 

Schreyer, Arabian Outposts. 

Schreyer, Kabyl. 

Schreyer, Arab Sheik Travelling. 

Vernet, Daniel. 

Tissot, Pictures from the Life of Christ. 

Grade A 6. 
A. ANALYSIS OF CHARACTER. 

The dominant interest in this grade seems to be a 
desire to know how results are accomplished, how 
things came to be as they are, and how means can be 
used to secure certain ends. The pupils are also in- 
terested in causes in history, explanations of mechanical 
processes, descriptions of inventions, and explanations 
of physiological organs and their functions. 



THE WORK OF THE GRADES, IN OUTLINE. 281 
B. ETHICAL ATM. 

In order that the dominant interest of this grade may- 
be satisfied the children should be led to see nations 
in the making, together with the forces, instruments, 
organs, and laws by means of which they have come to 
be what they are. The children should discover how a 
new environment influences an old race, and how an 
ancient people may be regenerated by the influx of a 
new civilization. These things should be related to 
their own lives and to the national life. 

C. GENERAL STATEMENT OF jNIATERIAL. 

The remaining continents are studied in this grade 
after the same plan as that previously used : Africa, the 
home of probably the oldest civilization, and Australia, 
the home of the youngest. Here the interest will per- 
haps be equally divided between the achievements of 
the older civilization and the progressive development 
of the younger. 

The civilization of the world has now been surveyed 
in broad outlines, and by this means all the previous 
study of race development has been reviewed, and each 
part related to the whole. 

MATERIAL. 

Africa, Australia, and the islands of the Pacific Ocean 
in their contrast with our own country, with the litera- 
ture, art, and related nature-study, furnish good material 
with which to carry out this purpose. 
1. Measure. 

The work begun in the grade below is continued in 



282 ORGANIC EDUCATION. 

this grade, the purpose being to make clearer the com- 
plex relations under which we are living, the interrela- 
tion of all life and the necessary cooperation which this 
involves. The progress from the bare necessities of 
living to comfort, convenience, and luxury, together 
with the inventions and industries used in this progress, 
become familiar through the comparisons made. Those 
inventions and industries which affect our own living, 
and may be studied at first hand, as carpeting, paper- 
ing, plastering, etc., are the ones which may be given 
the most attention. Business operations (as those 
involving profit and loss, and interest) coming within 
the comprehension of the children, should be taught 
them. 

2. Science. 

Light. 

The eye. (Structure and care.) 

Lenses. 

Microscope. 

Telescope. 

Solar spectrum. 

Color. 

Camera. 

Study plant and animal life with the microscope. 
(The subjects for study are determined by the material 
the children bring in.) 

The following outline may be followed in the work 
for this grade : — 

I. How AN Old Civilization worked out its Problem — 
Egypt. 

1. Physical features of Africa — general view. Details of valley 
of the Nile. 



THE WOBK OF THE GRADES, IN OUTLINE. 283 

2. Concrete illustration of each epoch of history from which to 
abstract the civilization of the time : as pyramids and sphinxes, 
Moses, temple of Karnak, Cleopatra, the English in Egypt. Com- 
pare the institutions, achievements, and instrumentalities of each 
epoch with our own. 

3. Astronomical discoveries and advantages for observation. 
Study of light : its nature ; theories about it. Kinds of bodies : 
self-luminous, non-luminous, illuminated. Media for transmis- 
sion: transparent, translucent, opaque. Sources of light: sun, 
stars, chemical action, mechanical action, friction, percussion. 
Propagation of light, direction, velocity, shadows. 

4. Examples of Egyptian literature showing the ancient Egyp- 
tian ideas of life. Selections from : Ruskin's Ethics of the Dust : 
The Lost Ai-I,s, by Wendell Phillips ; Uarda, and An Egyptian 
Princess, by Ebers. 

5. Study of examples of Egyptian architecture and ornament. 
Pictures of Egypt by good artists: places, buildings, events, 
scenery. 

0. Comparison with other continents and other countries in 
order to attain to clear concepts. Mathematical concept worked 
out by the Egyptians, as shown in their building. Work on 
areas. Tiling and bricklaying. 

7. Maps to show physical features of Africa and position of 
Egypt. Building or making of Egyptian temple ; drawing or 
painting of columns and historic ornament. 

II. Old Nations Crystallized and Regenerated — Bar- 
BARY States. 

1. Physical features as influencing history; history and present 
condition ; importance. 

2. Story of ^neas at Carthage. 

3. Study of carpeting. 

III. New Civilizations in the Making — Southern Africa. 

1. History of colonization as compared with our own. What 
we can learn from colonial history. 

2. Detailed study of physical features in order to an under- 
standing of present conditions and a forecasting of the future. 

3. Compaiisons by use of form and numbei- to give definite 



284 ORGANIC EDUCATION. 

ideas of extent, population, resources, and relation to our country. 
Study of plastering. 

4. Study of reflection and refraction. Study of lenses, of micro- 
scope, telescope; striictiire and use. Study of human eye. Use 
of microscope in studying plants and animals. 

5. Read The Man Wonderful, by Allen ; selections from the 
Biglow Papers, Ode read at Concord, Under the Old Elm, An 
Ode for the Fourth of July, The Fatherland, Stanzas on Freedom, 
The Present Crisis, by Lowell ; The Moral Warfare and the Poor 
Voter on Election Day, by Whittier ; The Progress of Spring, by 
Tennyson. 

IV. Explorations in Central Africa and their Re- 
sults — Sahara, Soudan, and Political Divisions. 

1. Early explorations ; later explorations ; plans for opening up 
the central region ; nations interested. (Follow progress by means 
of magazines and newspapers.) 

2. Comparisons by means of form and number for definiteness 
of concej)tions of extent, physical features, resources, and civiliz- 
ing influences. 

3. Read Timbuctoo (introductory part), by Tennyson, and 
The Palm Tree, by Whittier. 

4. Study of color : scientific; pigmentary; color in nature. 

V. European Possessions in Africa. 

What they are. Past history showing causes for present condi- 
tion. Probabilities for the future. 

VL Australia and the Islands of the Pacific. 

1. Brief history, mainly with reference to their relation to 
Europe and the United States. Highest types of civilization 
studied for comparison with our own. 

2. Physical features ; resources which affect our country. 

3. Ornaments, pottery, and other artistic productions. 

4. Study of papering and fencing. 

5. Color in art : mosaics and glass ; great colorists in painting ; 
artistic color in dress. 

Reference Books : — 

Hale, A Family Flight over Egypt and Syria. 
Henty, The Cat of Bubastes. 



THE WORK OF THE GRADES, IN OUTLINE. 285 

Knox, Boy Travellers in Australia. 
Fraser, In Stevenson's Samoa. 
Edwards, Pharaohs, Fellahs, and Explorers. 
Edwards, One Thousand Miles up the Nile. 
Du Chaillu, Explorations in Equatoi'ial Africa. 
Du Couret, Life in the Desert. 
Starcke, Primitive Family. 
Stanley, Through the Dark Continent. 
Bolton, Famous Explorers. 
Livingston's Journals. 

Butterworth, Zigzag Journeys, Nile to Holy Lands. 
Thomas Knox, Boy Travellers, Nile to Holy Lands. 
Rawlinson, Story of Egypt. 
Rawlinson, Egypt and Babylon. 
Rawlinson, Five Ancient Monarchies. 
Maspero, Egyptian Archaeology. 

Maspero, Dawn of Civilization in Egypt and Assyria. 
Brown, A Story of Africa. 
Rennet, Diamonds and Gold in Africa. 
Algeria, Harper's Magazine (December, '95). 
Playfair, Algeria and Tunis. 
Wendell Phillips, The Lost Arts. 
Owen Jones, Grammar of Ornament. 
South Africa, Harper's Magazine, for '95 and '96. 
Wilkinson, Egyptians. 
Bridgeman, Winters in Algeria. 
Du Chaillu, Travels in Africa. 
Reclus, The Earth and its Inhabitants, 
Manning, Land of the Pharaohs. 
Reading for Children : — 
Living Creatures. 

Story of Phaeton, Gayley's Classic Myths. 
Bolton, Story of Livingston. 
Story of Stanley. 
Vasco da Gama. 
Familiar Animals. 

Ruskin, Ethics of the Dust. (Selections.) 
Uncle Tom's Cabin. (Selections.) 



286 ORGANIC EDUCATION. 

Life of Lincoln. 

^Eneid, Description of Carthage. 

Badlam, Views in Africa. (Ttie World and its People.) 

Ebers, Uarda, and Egyptian Princess. 

Longfellow, Sand of the Desert in an Hour-Glass. 

Mrs. Alexander, Burial of Moses. 

Kipling, Jungle Stories. 

Pictures: — 

Van Dyck, Flight into Egypt. 

Turner, Dido building Carthage. 

Herring, Pharaoh's Horses. 

Vedder, Questioning the Sphinx. 

Raphael, Moses saved from the Nile. 

Photographs and photochroms of scenery, views of cities, pic- 
tures showing the industries and art of the different countries 
studied. 

Reliefs or statues showing Egyptian art. 

A collection should be made of objects showing the industries 
and arts of the people studied. 

Grade B 7. 
A. ANALYSIS OF CHARACTER. 

Desire for approval is the dominant interest here. 
This may manifest itself as diffidence for one extreme 
and egotism for the other. Tlie children like to know 
how their appearance, dress, and actions impress others. 
Some can never do their best because of self-conscious- 
ness, and others are at their best when they have an 
audience. 

B. ETHICAL AIM. 

The great purpose here must be to lead the children 
out of themselves and their small affairs to a larger 
view, a view of something vast, organic, and awe- 
inspiring. Thus both the timid and the bold see them- 



THE WORK OF THE GRADES, IN OUTLINE. 287 

selves as a part of soraething so stupendous that there 
can be no cause for either fear or over-confidence. On 
the other liand the child should be led to see the organic 
relations in nature and institutional life, that he may feel 
that he is needed to do his share of the world's work, 
and also that he may feel his responsibility for doing it 
efficiently. 

C. MATERIAL. 

To secure the desired end, the children study the 
life-history of the earth in a scientific spirit, and its 
present physical features with especial reference to the 
industrial evolution of man. 

The underlying idea kept in view is that of the organic 
interrelationships of the physical earth. An attempt is 
made to bring out the the same principle in the succeed- 
ing studies of the industrial and social world, and to 
lead the children easily and naturally to see " the father- 
hood of God and the brotherhood of man." The follow- 
ing topics are suggested : — • 

1. History of our planet. 

2. Present structure of the land masses as a whole 
and of each continent. 

3. Drainage, as dependent upon structure of land 
masses. This involves a study of the ocean as related 
to history and industry. 

4. Climate : general laws determining, and local 
causes modifying it. 

5. Products : (a) Inorganic (great regions of min- 
eral deposit, amount and comparative value of different 
regions, relation to organic products and to man). (6) 
Organic (great regions, whether natural or determined 



288 ORGANIC EDUCATION. 

by man. Causes determining location of these regions, 
relation to structure, drainage, climate ; relation to 
inorganic products. Cooperation between plant and 
animal life. Life-histories of typical plants and animals 
to deduce the relation of structure to function, and of 
both to environment), (c) Relation of products to man 
(as supplying both liis primitive and his developed 
needs for food, clothing, shelter, means of communi- 
cation, and his intellectual, aesthetic, social, and reli- 
gious demands). 

With this work should be connected the study of 
industrial life as a whole in its development out of the 
needs of man and the character of his environment. 
The central thought here is that of an industrial organ- 
ism, a unity with functioning parts contributory to the 
activities of the whole ; in brief, the idea of cooperation. 
This should flow naturally from the idea of interrelation 
so prominent in the study of the physical earth as a 
whole. 

The following outline may be helpful : — 

1. Origin (of industries in general, and of each fun- 
damental industry in particular). 

2. Growth (historic periods of development, in indus- 
tries and in each industry, with causes for these periods 
in the history of the people as a whole, and in the lives 
of great inventors, explorers, scientists, etc.). 

3. Present industrial life. The chief industries of 
the present are studied as to their origin in human 
needs, their interrelations with other industries, the 
scientific principles involved, and the actual succession 
of processes necessary, the preparation required for 
entering upon each, the compensation, etc. In this con- 



THE WORK OF THE GRADES, JjV OUTLINE. 289 

nection the school district should be studied from a busi- 
ness point of view. 

1. Measure. 

Measure must be constantly used in this grade. The 
children should understand the agreement or cooperation 
of the world practically, as in the measurement of the 
earth by latitude and longitude, and the relation of 
longitude and time ; cooperation for the common good, 
as in taxes and duties, and cooperation for preservation, 
as in insurance. Training in business forms, methods, 
and standards should grow naturally out of the study of 
specific industries. 

Sidney Lanier's Symphony and Longfellow's Builders will be 
found especially valuable as emphasizing ideals of industrial life. 
The teacher should lead the children to see for themselves that in 
industi'ial life the occupation carried on is directed toward supply- 
ing the wants of others. What one gains by it is an equivalent 
for the work done. It is then directly for others, indirectly for 
ourselves. All true industry means benefit to ourselves in propor- 
tion as we benefit others. The fallacy most common at the pres- 
ent day is that involved in thinking we can benefit ourselves at 
the expense of others. Through the interrelation of all humanity 
in industrial life, "the brotherhood of man" is actualized. 

2. Expression. 

Drawing of the plants, animals, and minerals studied. 
Drawing or making, to show the principle involved in 
different inventions, or to show the evolution of an 
invention or industry. Maps, diagrams, or devices of 
other kinds to make clear or express the essential con- 
cepts. 

Much of the work for this grade is review. 

The following outline will guide the teacher in planning the 
work of this grade : — 



290 ORGANIC EDUCATION. 

I. What Nature has provided for Man as disclosed 
BY THE Life-History of the Earth. 

1. Life-history of the earth as a planet, its relation to the solar 
system. (Nebular theory used principally; theories of See and 
others noted.) Geological history of the earth in its main out- 
lines. Form, size, motions, latitude and longitude. 

2. Great astronomers : their theories with regai'd to the earth 
traced from early beliefs to the present time. 

3. Study of elements : gaseous, non-metallic, metallic. Com- 
pounds : air, water, carbon dioxide, protoplasm. Liberation of 
elements. Matter: solid, liquid, gaseous. Forces: cohesion, 
gravitation, centrifugal force, heat. Erosion : physical, chemi- 
cal. Rock : igneous and sedimentary. Crystals. Water : con- 
densation, evaporation. 

4. Use of form and number to give definite ideas of time, 
distance, comparative size, etc. Longitude and time. 

5. Stories of the constellations. Myths of the sun, moon, 
planets, and seasons. Meteorological phenomena. Read The 
Light of Stars and The Flowers, by Longfellow ; Paraphrase of 
the Nineteenth Psalm, by Addison ; The Hours, by Joel Benton ; 
The Sunbeam, by Mrs. Hemans; The Fossil Fern, Story of a Stone, 
by Jordan ; Selections from Essay on Man, by Pope. 

6. Many pictures used in grades below collected here, as, for 
example, Raphael's Days and Hours, Watts's Orpheus and Eu- 
rydice, Guido Reni's Aurora, Burne-Jones's Days of Creation, etc. 

7. Music : Choruses from Haydn's Creation, The Heavens are 
telling, and The New Created World. 

8. Children should keep a daily record of temperature, rainfall, 
dew, time of sunrise and sunset, moon's phases, morning and 
evening stars. They should mark a shadow stick, and draw and 
describe experiments. 

IL The Earth as a Home for Man. 

1. How the earth was pi'epared for man : mineral deposits, 
preparation of soil. Effect of geological agencies. Study of 
glaciers. Barriers : mountains, deserts, climate. Present struc- 
ture of the earth as a whole and of each continent. General laws 
determining climate and local causes modifying it. Interpreta- 



THE WORK OF THE GRADES, IN OUTLINE. 291 

tion of weather maps. Means of communication. Water-ways. 
General plan of drainage of each continent. Products : («) Ready 
for use — plants (evolution of plant life, plant areas); animals 
(evolution of animal life, animal areas). ((?>) To be transformed. 
(c) To be exchanged for products of other regions, (d) Relation 
of products to man as supplying both his fundamental and his 
developed needs, his intellectual, aesthetic, and social demands. 

2. Primitive man : savagery and barbarism, showing develop- 
ment in satisfaction of fundamental needs of food, clothing, shelter, 
means of communication, and transpoi'tation. 

3. Use of form and number to give definite ideas of area, rela- 
tive extent of deposits of minerals, regions of products, action of 
forces. Study cubic measure, circular measure, board measure. 

4. Read : Fiftieth Birthday of Agassiz, by Longfellow ; Prome- 
theus Unbound, by Shelley (Scene IV., "Who reigns?"); The 
Ocean, by Pollock ; Solitude, by Byron ; Chambered Nautilus, 
by Holmes ; description of octopus by Victor Hugo (Toilers of 
the Sea) ; The Wind, by Bryant ; The Cloud, by Shelley ; Birds 
of Killingworth, Poet's Calendar, and The Little Birds of the Air, 
by Longfellow. 

5. Pictures of grand scenery, beautiful landscapes, and marine 
views ; and of industrial life. 

6. Music : Haydn's Seasons. 

Reference Books : — 

Winchell, Walks and Talks in Geological Fields. 
Wright, Seaside and Wayside, No. IV. 
Gunning, The Life History of our Planet. 
Drummond, The Ascent of Man. 
Kidd, Social Evolution.* 
Guyot, Physical Geography. 
Werner, Geography. 
Frye, Complete Geography. 
* King, The Soil. 

Dana, The Geological Story Briefly Told. 
Morley, A Song of Life. 
Wallace, Animal Kingdom. 
Frye, Child and Nature. 



292 ORGANIC EDUCATION. 

Scribner, Our World Reader. 

Gibson, Sharp Eyes. 

Lubbock, The Beauties of Nature. 

Fiske, Excursions of an Evolutionist. 

Fiske, Destiny of Man. 

Fiske, Darwinism. 

Smiles, Men of Invention and Industry. 

Mason, Woman's Share in Primitive Cultui'e. 

Timbs, Wonderful Inventions. 

Stories and Poems for the Children. 

The Fossil Fern. 

The Story of William Tell. 

Sketch of Alexander Humboldt. 

Jordan, The Story of a Stone. 

Tissandier and Frith, Marvels of Invention. 

Burnley, Romance of Invention. 

Andrews, Stories Mother Nature Told. 

Kipling, Jungle Books. 

Whittier, Snow-Bound and Song of Labor. 

Longfellow, The Birds of Killingworth. 

Ruskin, Ethics of the Dust. (Selections.) 

Pratt, The Storyland of Stars. 

Stories of Industry, Vols. I. and II., Educational Pub. Co. 

Books for Children : — 

Abbot, Learning aboiit Common Things. 

Buckley, Fairyland of Science. 

Cunningham, Letters to Children. 

Farmer, Storybook of Science. 

Meyers, Lucy H., Real Fairy Folks. 

Jak, Professor Johnny. 

Faraday, Chemical History of a Candle. 

Brewster, M. S., First Book in Chemistry. 

Tyndall, Forms of Water. 

Marion, F., Balloon Ascents. 

Giberne, Agnes, Father Aldur. 

De Tonvielle, W., Thunder and Lightning. 

Carey, Annie, Autobiography of a Lump of Coal. 



THE WORK OF THE GRADES, IN OUTLINE. 293 

Crosby, W. D., Common Minerals. 
Gibson, J., Chips from Earth's Ci'ust, 
Kingsley, C, Madam How and Lady Why. 
Kingsley, C, Town Geology. 
Hyatt, Alpheus, About Pebbles. 
Giberne, Agnes, World's Foundation. 
Uncle Lawi'ence, In Search of a Son. 

Pictures : — 

Michael Angelo, Pictures of Creation, from ceiling of Sistine 
Chapel, Rome. 

Burne- Jones, Days of Creation. 

Burne-Jones, Seasons. 

Raphael, Days, Houi's. 

Low, Narcissus. 

Guido Reni, Aurora. 

Other pictures that are appropriate from the grades below. 

Grade A 7. 
A. ANALYSIS OF CHARACTER. 

The dawning of self-consciousness noted in the grade 
before has developed into a desire for admiration and 
power. There is greater sensitiveness to beauty, and 
desire for it in person, dress, and surroundings. There 
are higher ideals of conduct. The possibilities of life 
begin to manifest themselves, and the vital impulse 
toward development appears as a ci'aving for attributes 
which seem to the children admirable, and as a desire 
to impress others. 

B. ETHICAL AIM. 

Without a high ideal of what is possible the tendency 
here is to work for that which will make a good show- 
ing, bring credit, count in promotion. The pupils 



294 ORGANIC EDUCATION. 

should be helped to care to be., rather than seem to 
be, that which is admirable ; to believe that in so far as 
they are truly worthy their lives will tell in influence 
upon others ; and to see tliat whether one is conscious 
of it or not, " each is for all and all for each." 

C. MATERIAL. 

The ideal can be put before the children in the large 
through the study of the kingdoms of the earth in 
their rise, culmination, and decline, and in the deposit 
of good left by each according to the inner life as ex- 
pressed in outward forms. 

Based upon and supplementing the former generali- 
zations as to the physical structure of the earth, and 
industrial life upon it, arise some further generalizations 
as to social structure. The civilizations as they have 
appeared and developed on the earth, having been 
previously studied in detail, are now classified on the 
basis of their relations to the upbuilding of the differ- 
ent social institutions. Generalizations are made on 
the relation between environment and history, the con- 
tribution of each people to the present in ideals, insti- 
tutions, and products, and also their present relations. 
(Of course great care must be taken that there is no 
attempt to go beyond the capacity of the children for 
" the imaginative reconstruction of history.") 

As the ideals of a people forecast, and to some extent 
determine, its development, especially in social struc- 
ture, its art in the first expression of its ideals is to be 
particularly noted in this grade. The most important 
masterpieces of art for each people should become 
familiar to the children, and should be studied as fully 



THE WORK OF THE GRADES, IN OUTLINE. 295 

as may be possible at this stage of development and in 
the time allowed. The idea of cooperation is traced 
for each nation in its art, its religion, its family life, 
its social customs, etc., and in its government. The 
children come to see that cooperation is only another 
name for freedom, and that only in so far as the ideal 
of cooperation is realized is there industrial and politi- 
cal freedom for the individual or for the race. 

This principle of cooperation, of "each for all and 
all for each," is traced in the social intercourse both of 
the past and of the present, with reference to its effects 
upon invidious class distinctions, snobbishness, " envy, 
malice, and all uncharitableness " in society. Polite- 
ness is found to be only an expression of the indi- 
vidual's sense of cooperation as the principle of social 
life. 

The masterpieces of art should inchide those best known m 
literature, painting, sculpture, music, and architecture. As the 
children have become familiar with many in the grades below, 
this will be mainly review. Some that could not be used by 
younger children may be brought in here. The method of study 
in regard to those used before should be changed to suit the more 
advanced stage of development. 

1. Measure. 

The cooperation which to some degree is found all 
over the world, enabling those engaged in productive 
industries to cooperate with those engaged in trans- 
forming industries, and all to cooperate to greater 
advantage through the forms and agents of exchange, 
demands an insight into business methods and such a 
fundamental knowledge as would enable one later to 
engage in any industry, with some knowledge of the 



296 ORGANIC EDUCATION. 

relationships involved and business forms required. The 
following subjects may be taught : commercial discount, 
profit and loss, commission and brokerage, taxes, insur- 
ance and duties, simple and compound interest, stocks 
and bonds. 

2. Nature-Study. 

Sound: cause, transmission, reflection. 
Study of human ear. 
Musical instruments. 
Telephone. 

3. Expression. 

Maps of the world as a whole to show by means of 
colored pictures or other devices, the order of develop- 
ment of civilizations, the growth in freedom of govern- 
ments, and the development of cooperation through 
the various means of communication. Reproduction 
through drawing, painting, and making, of some of the 
most important inventions and art products of the world, 
of scenes typical of life in various parts of the globe, 
and of apparatus for science work. Oral and written 
description and narration of subjects of study. Written 
forms for business and social correspondence. 

The following outline may be used in planning the 
work of this grade : — 

I. What the Oriental World has contributed in 
Ideals, Institutions, and Products. 

1. Location of the " cradles " of civilization. Show the adapta- 
tion of the physical conditions to the maintenance of a large popu- 
lation. Important hindrances. 

2. The rise, culmination, and decline (with causes) of the 
Egyptian, Assyrio-Babylonian, Hindoo, Phoenician, Hebrew, and 
Persian civilizations. (To be presented only in main outlines 



THE WORK OF THE GBADE8, IN OUTLINE. 297 

and in as concrete a way as possible, mainly as review. Sum up 
the contributions of each people.) 

3. Trace the idea of cooperation in commercial dealings. 
Study simple and compound interest. 

4. Review work of grades below on great literary bibles, and 
give additional points as time permits. 

5. Broad view of the art of these nations as an interpretation of 
the ideals of the people. 

6. Classification of sounds ; properties of simple tones ; nature 
and origin of sound ; transmission of sound. 

7. Pictures, illustrating the artistic products, institutional life, 
and literature. 

II. What the Classical World has contributed. 

1. Location of least and greatest areas of Greece and Rome. 

2. Review history and show relation to other nations as they 
were influenced by others or as they impressed others. Their 
standing among nations. (Sum up the contributions of each 
people.) 

3. Masterpieces of sculpture, painting, literature, and archi- 
tecture ; names of greatest statesmen, writers, artists, etc. 

4. Continue study of cooperation in business, profit and loss, 
commission, taxes, and insurance. 

5. Transmission of sound ; velocity of sound ; reflection of 
sound; musical sounds (cause, quality, pitch). 

6. Expression through making, moulding, painting, drawing, 
and building has great possibilities in this grade and should be 
encouraged in every way. 

III. The Mediaeval World. 

1. The meaning of the " Dark Ages." Meaning of feudalism, 
its causes and effects. Cause and effect of the crusades. Cause of 
the Renaissance. Lines of revival. Inventions and their influence. 
Great discoveries. Great artists. Famous buildings. Rise of 
modern European states. 

2. Masterpieces of literature studied in grades below, reviewed 
and connected with their proper times and place and author. 
Others, within their comprehension, studied in the same way. 

3. Review cathedrals and trace in a broad way the order of 



298 ORGANIC EDUCATION. 

development. Connect the artists studied through the grades 
with their time, country, and pictures. Important schools of art. 
Leading musicians studied in a similar way. 

4. Study of commercial discount. 

5. Production of sound in different musical instruments : 
stringed, wind. Tones : concord, discord, chord, melody, harmony. 
Study of human ear. 

IV. The Modern World. 

1. Important changes in European states. Great names and 
with what connected. Place of our own country in the onward 
movement. Cause and results of desire of European states for 
colonization and acquisition of territory. Cause of recent develop- 
ment in China and Japan. 

2. Study of stocks and bonds. 

3. Study of the telephone. 

Reference Books : — 

Mariette, Outlines of Ancient Egyptian History. 

Edwards, Thousand Miles up the Nile. 

Oxley, Egypt and the Wonderland of the Pharaohs. 

Rawlinson, Ancient Egypt. 

Baedeker, Egypt. 

Petrie, Pyramids and Temples of Gizeh. 

Maspero, Egyptian Archaeology. 

Mariette, Monuments of Upper Egypt. 

Brugsch, Egypt under the Pharaohs. 

Ebers, Egypt (descriptive, historical, and picturesque). 

Erman, Life in Ancient Egypt. 

Adams, Valley of the Nile. 

Wilkinson, Egyptians in Time of Pharaohs. 

Rawlinson, Manners and Customs of Ancient Egyptians. 

Poole, Social Life in Egypt. 

Manning, Land of the Pharaohs. 

Taylor, Origin of the Aryans. 

Fiske, Discovery of America. 

Poor, Sanskrit and Kindred Literature. 

Cox, Mythology of the Aryans. 

Lang, Custom and Myth. 



THE WORK OF THE GRADES, IN OUTLINE. 299 

Jevons, Antiquities of Prehistoric Aryans. 

Caine, Picturesque India. 

Bose, Hindoos as They Are. 

Speir, Life in Ancient India. 

Butterworth, Zigzag Journeys in India. 

Knox, Boy Travellers in Ceylon and India. 

Ragozin, Story of Vedic India. 

Arnold, Indian Myths. 

Stone, Illustrated India. 

Hurst, Indika. 

Fergusson, Palaces of Nineveh and Persepolis. 

Layard and Botta, The Buried City of the East. 

Ragozin, The Story of Media, Babylon, etc. 

Budge, Babylonian Life and History. 

Rawlinson, Five Great Monarchies. 

Ragozin, Story of Assyria. 

Perrot and Chipiez, Chaldea. 

Ragozin, Story of Chaldea. 

Dobbins, Idol Worship of the World. 

Jones and Sharpe, Handbook of Courts. 

Maspero, The Struggle of the Nations. 

Benjamiir, Persia and the Persians. 

Stories of the Nations Series, Story of Persia. 

Perrot and Chipiez, Art of Persia. 

Wilson, Pei'sian Life and Customs. 

Benjamin, Story of Persia. 

Mills, Ancient Hebrews. 

Paine, Solomon's Temple. 

Manning, Those Holy Fields. 

Maspero, Dawn of Civilization. 

Perry, Greek and Roman Sculpture. 

Rosengarten, Architectural Styles. 

Tozer, Wordsworth's Greece. 

Racinet, L'Ornenient Polychrome. 

Tuckerman, Vignola. 

Von Falke, Greece and Rome. 

Goodyear, History of Art. 

Guhl and Koner, Greeks and Romans. 



300 ORGANIC EDUCATION. 

Bishop, Pictorial Architecture of Greece and Italy. 

Furtwangier, Masterpieces of Greek Sculpture. 

Milligen, Ancient Monuments. 

Harrison, Greek Vase Paintings. 

Woltmann and Woermann, History of Painting. 

Winckelmann, History of Ancient Art. 

Gardner, New Chapters in Greek History. 

Broughton, Antiquities of Athens. 

Flaxman, Greek Costumes. 

Jones, Grammar of Ornament. 

Mahaffy, Greek Pictures. 

Gardner, Sculptured Tombs of Hellas. 

Tarbell, A History of Gi-eek Art. 

Schomann, The Antiquities of Greece. 

Murray, Handbook of Greek. 

Brooks and Adams, The Long Walls. 

Smith, Illustrated History of Rome. 

Bui'n, Ancient Rome. 

Parker, Archaeology of Rome. 

Forbes, Rambles in Rome. 

Anthon, Antiqviities of Rome. 

Gilman, Story of Rome. 

Liddell, History of Rome. 

Barnes, History of Rome. 

Burn, Rome of To-day. 

Adams, Mediaeval History. 

Dennis, Rome of To-day and Yesterday. 

Reber, Ancient Art. 

Middleton, Ancient Rome. 

Lanciani, Ancient Rome. 

Taylor and Cressy, Architectural Antiquities of Rome. 

Stui'gis, European Architecture. 

Strickland, Stories from Ancient History. 

Shumway, A Day in Ancient Rome. 

Corroyer, Gothic Architecture. 

Latimer, France, England, Italy in Nineteenth Century. 

Barnes, Brief History of Medianal and Modern Peoples. 

Gilman, Outlines of General History. 



THE WORK OF THE GRADES, IN OUTLINE. 301 

Collier, Great Events of History. 

Judson, Europe in the Nineteenth Century. 

Freeman, Outlines of History. 

Jackson, Ten Centuries of Progress. 

Earned, Chronicles and Castles of Mediaeval France. 

Reading for Children : — 

Plutarch, Boys and Girls. 

Lamb, Tales from Shakespeare. 

Miss Yonge, Histories. 

Bulwer Lytton, Rienzi. 

Bulwer Lytton, Last Days of Pompeii. 

Bolton, Lives of Inventors, Artists, Famous Boys and Girls. 

Clodd, Childhood of the World. 

Stories from the Iliad and Odyssey. 

AVallace, Ben Hur. 

Arnold, Sohrab and Rustum. 

Tennyson, The Passing of Arthur. 

Iliad and Odyssey, Biyant's translation (selections). 

Selections from Cicero's Orations, Pliny's Letters. 

Baldwin, Siegfried. 

Baldwin, Roland. 

Longfellow, Miles Standish. 

Haweis, ]\Iy Musical Memories and My Musical Life. 

Farrington, Tales of King Arthur. 

Tennyson, Idylls of the King. 

Church, Stories from the Greek Tragedians. 

Church, Stories from the Greek Comedians. 

Church, Greek Life and Story. 

Church, Three Greek Children. 

Montgomery, Tales of Ancient Troy. 

Guerber, The Story of the Greeks. 

Guerber, The Story of the Romans. 

Burt, Stories from Plato. 

Macaulay, Lays of Ancient Rome. 

Livy, Hannibal. 

Shakespeare, Julius Caesar. 

Jane Andrews, Ten Boys. 



302 ORGANIC EDUCATION. 

Brooks, Chivalric Days. 

Abbot, Cyrus and Alexander. 

Pollard, The Bible and its Story. 

Henty, Wulf the Saxon. 

Morris, Historical Tales. 

Ruskin, Ethics of the Dust. 

Ebers, Uarda (social customs, Feast of Neith, description of 
pyramids). 

Ebers, Egyptian Princess (selections — interior of temple, inte- 
rior of palace, etc.). 

Palmer, Stories from the Classic Literature of Many Nations. 

Butterworth, Zigzag Journeys in the Levant. 

Heild, The Land of Temples. 

Kipling, Jungle Stories. 

Mille)-, Little People in Asia. 

A. L. O. E., Exiles in Babylon. 

A. L. O. E., Nebuchadnezzar's Dream. 

Byron, Destruction of Sennacherib. 

Byron, Vision of Belshazzar. 

Badlam, The World and its People. 

Clarke, Story of Troy. 

Harding, Greek Gods, Heroes, and Men. 

Alta Edition, Heroes of the Seven Hills. 

Swinton, Studies in English Literature. 

Scott, Ivanhoe, Kenilworth. 

Collections should be made of pictures of art in its different 
forms. The central thought of the collection may be art of a 
people, different periods of development, or the same subject as 
treated by different peoples. 

Grade B 8. 
A. ANALYSIS OF CHARACTER. 

The wave of vitality becomes higher and stronger 
here. The desire for a larger self is not easily curbed, 
but has great possibilities when wisely directed. The 
desire for power grows into a more enlightened vision 



THE WORK OF THE GRADES, IN OUTLINE. 303 

of ways in which effort may be directed. Community 
life and its channels for the massing of effort and bring- 
ing about of results becomes attractive. Desire for 
leadership, great schemes for righting wrong, or securing 
public welfare, and glowing patriotism are natural ex- 
pressions of the high vitality of this period. 

B. ETHICAL AIM. 

To see what is a larger individual self, and the possi- 
bilities of the community, state, or country as the larger 
self of individuals, with the possibilities to each through 
cooperation, is the principal aim in this grade. The 
children should be led to see what great leadership has 
meant in the way of character, how great results are 
secured, how the higher life of the community, state, 
and country depends upon the higher life of the indi- 
viduals constituting it. 

C. GENERAL STATEMENT OF MATERIAL. 

A detailed study of United States history is now 
begun that the children may see how cooperation as the 
fundamental principle of social life has worked itself 
out in the development of our own nation. Through 
this study the child comes to see where we, as a nation, 
stand: our necessary evils and suffering in the past, 
the good that has come out of them for vis, our present 
strength and weakness, and what the individual can do 
to promote our national growth in directions of real 
progress. The fundamental ideas of law and good 
government are traced tlu-ough the development of 
community life, beginning with the cooperation of the 
isolated family, and following its growth into more 
highly differentiated cooperation of the neighborhood. 



304 ORGANIC EDUCATION. 

the town, and the city. The outlines of city, state, 
and national government are now studied in tlie light 
of their historical development and their uiiderlying 
principles. 

The following outline will be found helpful at this 
point : — 

The Growth of Freedom. 

Great events in English history showing the progress of the 
spirit of freedom. Condition of I^urope leading to the discovery 
of America. Nationalities represented in the colonization of 
America, and the ideals of institutional life transplanted through 
them. Beginning of assimilation and desire for political freedom 
as an outgrowth of the French and Indian War. The form of 
freedom gained through the Revolutionary War. A working 
basis for political freedom in the adoption of the Constitution. 
Difference in ideals of freedom and national progress cause forma- 
tion of different parties, but liecause there is a desire for progress 
there is growth. Extension of territory and material prosperity 
develop the commercial spirit. In the collision between the ideals 
of cooperation and competition (the Civil War), cooperation wins 
and translates itself as a desire for extension of freedom to all 
classes. The ideal of universal freedom and cooperation — brother- 
hood, an organic nation — struggles with lower standards. The 
realization of the ideal in isolated cases and the pei'sistence of tlie 
idea in literature seem to be slowly leavening the nation. 

The state is here regarded as an extension or completion of the 
individual ; justice, the return of the deed upon the doer, as result- 
ing from this interrelation of the individual with the structure of 
society ; and the general government in its preservation and pro- 
motion of interests as a manifestation of the general intelligence 
of all. The study of Dante's Dirine Comedii is used for the lan- 
guage and literature work, with a view to impressing this concep- 
tion of justice. 1 Selections from tlie story are made at the discretion 

1 It is not intended that an exhaustive study of the Divine Comedy 
shall be undertaken ; the teacher is to use the parts that seem to be 
most appropriate as "ethical material.'' 



THE WOBK OF THE GRADES, IN OUTLINE. 305 

of the teacher, but the idea of punishment as an outgrowth of evil- 
doing is to be emphasized throughout. Law is defined as a means 
for regulating the cooperation of members of the social community 
to secure the highest good of the whole. Obedience to law is thus 
rendered intelligent, and patriotism becomes a matter of thought 
as well as of feeling. The patriotic idea should be strengthened 
in. every way possible by the reading of speeches, poems, etc., on 
great national subjects. 

The teacher should give the children a general idea of the ideal 
republics of Plato, More, and others, and then lead them to form 
and express their own ideal of what ours should be. 

The following outline may be used as a guide in planning this 
part of the work : — 

A. Language. 
I. King Arthur. 

Tales from King Arthur are used in connection with the study 
of the Saxon Period in the history work. They also furnish con- 
crete examples to illustrate the character study in the work in 
Dante. 

IT. Divine Comedy. 

1. The Inferno. 

2. The Purgatorio. 

1. The Inferno. 

(a) Introduction : — 

1. Dante lost in the wood. 

2. Encounter with wild animals. 

3. Meeting with Virgil. 

4. Entrance to Inferno. 

(b) Wrong-doing resulting from weakness of will. 

1. Outer Court. Negative Characters. 

2. Limbo. Virtuous Unbelievers. 

3. Circle II. The Impure. 

4. Circle III. The Intemperate. 

• 5. Circle IV. Money Sinners : the Avaricious and the 
Prodigal. 



306 ORGANIC EDUCATION. 

6. Circle V. The Angry and the Sullen. 

7. Circle VI. The City of Dis. 

(c) Wrong-doing resulting from malice against (1) one's 
neighbor, (2) one's self. 
Circle VII. 1. Murderers. 

2. Suicides. 
Consider what sins of weak wills might lead to sins of 
hatred of neighbor or of self. 

((/) Wrong-doing through fraud. 

Circle VIII. 1. Political Barterers. 
2f Hypocrites. 

3. Thieves. 

4. Gossips, Slanderers. 

5. Liars. 

Circle IX. 6. Treachery (the result of pride or envy). 
7. Exit from Inferno. 

2. The Purgatorio. 

(a) Introduction : — 

1. Cleansing from stains of Inferno. 

2. Three steps of 

(1) Consciousness of wrong. 

(2) Repentance and struggle to overcome. 

(3) Effort to live by the law of love. 

(ft) Terraces : — 

In each terrace note (1) picture representing condition 

of wi'ongdoer, (2) ideal, (3) warning, (4) effort to 

overcome. 

fl. Pride. 

^°^^ 2. Envy, 
distorted. „ . •' 
j [ 3. Anger. 

, » .. ] 4. Sloth, Indifference, 
detective. [ 

- r 5. Avarice. 

Love I ^ T i. 

< o. Intemperance, 
excessive. I _ ^ 

[ 7. Impurity. 



THE WORK OF THE GRADES, IN OUTLINE. 307 

B. Government 

I. The Isolated Family. 
II. The Rural Group. 

III. The Village. 

IV. The City. 

V. Higher Life of Cities. 

(n) What constitutes good citizenship. 
(6) What does higher life mean. 

(c) Higher life of Chicago, Boston, New York. 

If time permits, higher life of St. Louis, New Orleans, 

Philadelphia. 
Special study of social settlements. 

(d) Higher life of our own city. 
VI. The State. 

Our own State. 

1. Nature-Study. 

Electricity and magnetism. Natural magnetism ; 
poles of the earth ; discovery of magnetism. Artificial 
magnets ; marine compass ; polarity ; action between 
magnets ; induced magnetism ; physical theory of mag- 
netism ; magnetic field ; terrestrial magnetism. Elec- 
tricity : sources, conductors, uses, effects. 

2. Measure. 

Cooperation in our own country or with foreign 
nations, depending upon the good faith of the govern- 
ment and integrity between nations, should be consid- 
ered here. 

Interest, partial payments, bank discount, exchange, 
ratio, proportion, and partnership are taken in con- 
sidering cooperation of individuals in the rural group, 



308 ORGANIC EDUCATION. 

village and city ; stocks and bonds, taxes, and duties 
in the study of city and state. 

Grade A 8. 
A. ANALYSIS OF CHARACTER. 

This is a period of great sensitiveness to and desire 
for the ideal, of longing for self-knowledge, of specula- 
tion concerning the future, and of desire for equipment 
for life. This grade is sometimes designated as the 
beginning of the sentimental period. The ordinary 
meaning of that expression could be applied to some 
children before this age, but here it is generally more 
evident. It is the usual channel through which this 
desire for the ideal is expressed. Much depends upon 
the environment and the guidance of children at this 
age. 

B. ETHICAL AIM. 

Perhaps there is no more critical period in child life 
than this, the period of adolescence. The change tak- 
ing place in the child's physical nature is accompanied 
by a development of sex instincts, not only mysterious 
to the child, but positively dangerous to his whole 
future life, unless at this time he is wisely guided. 
The teacher should see (since the average home cannot 
be relied upon to do this) that these natural instincts 
are turned into healthful channels rather than allowed 
to become morbidly perverted or hopelessly shallowed. 
Many of the pupils in this grade do not enter the high 
school, so that whatever is done in this direction must 
be done here. The ignoring in school and the vulgar- 
izing outside of the instincts dominant at this period 



THE WORK OF THE GRADES, IN OUTLINE. 309 

have resulted, commonly, both in sentimentality and 
impurity. It is time that the negative policy within 
the school be abandoned and some positive ideals de- 
veloped. To define marriage or home-life as the high- 
est spiritual cooperation will emphasize its organic 
connection with all life, whose fundamental principle 
we have found to be cooperation. Such a conception 
will perhaps serve to clarify somewhat the murky sen- 
timentalism which surrounds the subject in the adoles- 
cent mind, not however robbing it of any sacredness, 
but rather enriching its meanino-. In the hands of 
a tactful and pure-minded teacher, this work may be 
made infinitely valuable. 

C. GENERAL STATEMENT OP MATERIAL. 

The detailed study of United States history is 
continued and concluded in this grade, according to 
the plan sketched in the preceding half-year. But the 
institution for special study is here the home instead 
of the state. The home is studied as to its fundamental 
idea, its environment and structure, its furnishings, the 
industries necessary for maintaining its material side, 
and the art essential that it may perform its higher 
usefulness. 

Margaret Morley's Song of Life and Life and Love contain the 
best possible pi'esentation of the scientific material for this work. 
The teacher should by all means make herself familiar with these 
books. 

Love stories, carefully selected, should be read in connection 
with the work of the grade, these always to be the best of their 
kind that the teacher knows, and inculcating pure and rational 
rather than sentimental and passionate ideas of love. The teacher 
may test such stories as she thinks might be suitable to the purpose, 



310 ORGANIC EDUCATION. 

by the following definition given by Dv. Mary Wood- Allen for 
immoral literature : " Immoral literature is any literature which 
depicts love as a feverish, ii'responsible passion, that comes we 
know not whence, and carries us we know not whither, but that 
must be followed wherever it leads." Any story which this defini- 
tion describes should be at once ruled out. 

The following outline may be used in planning the work for 
this grade : — 

A. Language. 
I. 
The Paradise. (For ideals and to complete work begun in B 8.) 

Heavens: — 

1. Moon. Right Motives but Imperfect Wills, 
(a) The individual is part of the whole. 

(ft) Man's greatest endowment is Freedom of Will. 

2. Mercury. Fame the incentive to great deeds. If man has 

Freedom of Will, desire measures attainment. 

3. Venus. Love of friends the incentive to good living. Love 

should mean good will to men ; should include the 

whole " spectrum " of virtues : — 
(a) Patience. 
(6) Kindness, 
(o) Generosity, 
(rf) Humility, 
(e) Courtesy. 
(/) Unselfishness. 
(g) Good Temper. 
(A) Guilelessness. 
(i) Sincerity. 

4. The Sun. Spiritual Teachers. Everything created is a 

thought of God. Man is the highest expression of 
God's thought. Man's life, then, should express beauty, 
harmony, love. 

5. Mars. Brave Thinkers. Martyrs. Crusaders. Crusades 

of to-day. 



THE WORK OF THE GRADES, IN OUTLINE. 311 

6. Jupiter. Just and Merciful Rulers. The whole for the 

Individual. What is secured to the individual by each 
of the institutions : Family, School, Society, State, 
Church. 

7. Saturn. Devout Thinkers, who saw deep meanings in 

life and gave to the world the results of their thinking. 

8. Fixed Stars. Perfection. Dante comes to perfect under- 

standing of the meaning of each stage of his journey. 
Love and justice reign over all the affairs of life. 

9. Final Heavens. God the Source of Life and Light. God 

is Love. Man is created to be like God. Man there- 
fore must give out love. 

II. 

Suggested Stories. 

1. Tennyson's Princess. 

2. Shakespeare's Tempest. 

3. King Lear. 

4. As You Like It. 

5. Browning's Herve Riel. 

III. 

The " Song of Life." 
The story of life. 

(a) Plaj^it. 

(b) Fish. 

(c) Bird. 

(d) Higher Animal. 

(e) Man. 

Ideals of manhood and womanhood. 
Readings and talks on the following : — 
Longfellow, Maidenhood. 
Lowell, Irene. 
Lowell, My Love. 
Browning, E. B., My Kate. 
Tennyson, Sir Galahad. 
Tennyson, King Arthur. 
Tennyson, Washington and Lincoln. 



312 organic education. 

1. Nature-Study. 

The Home. 
Material : stone, brick, wood. Ventilation : study of 
air, study of flame, respiration. Heating: study of 
coal, natural gas, electricity, hot air, hot water. Light- 
ing : kinds of lights, location, fixtures. Sanitation : 
pressure of air, compressibility, elasticity. Pumps : 
lifting and force pumps, waterworks. Food: quality, 
quantity. 

2. Measure. 

The work in measure consists in the study of meas- 
urements of surfaces and solids, and a continuation or 
review of the work outlined for the grades below. 

History for this grade is indicated in B 8. In this 
grade the work in civil government is not separated 
from the history, but finds its cause, explanation, and 
application through that study. 

The following references are for this grade and the preceding :— 
Reading por the Children: — , 

Great orations relating to state life, as of Demosthenes, Cicero, 
Webster. 

Washington's Farewell Address. 

Lincoln's Gettysburg Speech. 

Hale, The Man without a Country. 

Fiske, The Last American. 

Fiske, Discovery of America. 

Fiske, American Revolution. 

Fiske, Beginnings of New England. 

Fiske, Critical Period of American History. 

Coffin, The Story of Liberty. 

Coffin, Old Times in the Colonies. 

Coffin, Building of the Nation. 



THE WORE OF THE GRADES, IJSf OUTLINE. 313 

Coffin, Redeeming the Republic. 
Austin, Standish of Standish. 
Farrington, Tales of King Arthur. 
Tennyson, Su' Galahad. 
Tennyson, The Holy Grail. 
Tennyson, Passing of Arthur. 
Tennyson, Song of King Arthur's Knights. 
Reference Books: — 

MacC lure's Life of Lincoln. 

Judson, The Growth of the American Nation. 

Wright, Industrial Evolution in the United States. 

Armitage, Childhood of the English Nation. 

Irving, Life of Washington. 

Trving, Life of Columbus. 

MacMaster, History of the United States. 

Brooks, The Century Book. 

Griffis, Romance of Discovery. 

Doyle, English Colonies. 

Fiske, Virginia and her Neighbors. 

Cooke, Stories of the Old Dominion. 

Goodwin, At the Head of a Hundred White Aprons. 

Griffis, The Pilgrims in Their Three Homes. 

Hart, History as told by Contemporaries, Vol. I. 

Austin, Standish of Standish. 

Austin, Betty Alden. 

Austin, A Nameless Nobleman. 

Austin, Dr. Le Barron and his Daughter. 

Longfellow, Courtship of Miles Standish. 

Hinam, The Landing of the Pilgrims. 

Motley, Rise of the Dutch Republic. 

Griffis, Romance of Colonization. 

Trving, Knickerbocker's Histoiy of New York. 

]\Iitchell, Hugh Wynne. 

Shaler, Man in North America. 

Bruce, Economic History of Virginia. 

Parkman, Pioneers of France in the New World. 

Scudder, George Washington. 

Longfellow, Evangeline. 



314 ORGANIC EDUCATION. 

Lecky, England in the Eighteenth Century, Vol. III. 
Frothingliam, Rise of the Republic. 
Fiske, War for Independence. 
Hale, George Washington. 
Harrison, A Son of the Old Dominion. 
Cooper, The Spy. 

Holmes, Grandmother's Story of Bunker Hill. 
Curtis, Constitutional History. 
Hamilton, History of the Republic, Vol. III. 
Lodge, Life of Washington, Vol. II. 

Hart, Formation of the Union, Vol. II. of the Epoch Series. 
Longfellow, Building of the Ship. 
Curtis, United States and Foreign Powers. 
Channing, Student's History of United States. 
De Tocqueville's Visit to America, 1831, the Century, September, 
1898. 

Sumner, Jackson. 

Lodge, Webster. 

Von Hoist, Calhoun. 

Schurz, Clay. 

Nicholay and Hay, Life of Lincoln. 

Lincoln's Gettysburg Speech. 

Lincoln's Second Inaugural Address. 

Brooks, Phillips, Address upon the Life and Death of Lincoln. 

Lowell, Commemoration Ode. 

Holmes, Brother Jonathan's Lament for Sister Caroline. 

Whittier, Kansas Emigrant. 

Whittier, John Brown of Ossawatomie. 

Whittier, La Maria's Du Cygne. 

Stowe, Uncle Tom's Cabin. 

Tourgee, A Fool's Errand. 

Page, Red Rock. 

Wilson, Division and Reunion. 

McCulloch, Men and Measures of Half a Century. 

Grady, The New South. 

Lowell, The Blue and the Gray. 

Sidney Lanier, Symphony. 

Henderson, The Social Spirit in America. 



THE WORK OF THE GRADES, IN OUTLINE. 315 

Government. 

Bryce, American Commonwealth. 

Burton, C. M., Cadillac's Village. 

Dole, American Citizen. 

Farmer, Silas, History of Detroit and Michigan. 

Fiske, John, Civil Government in United States. 

Giddings, Principles of Sociology. 

Hamlin, Marie, Legends of Detroit. 

Johnston, Handbook of American Politics. 

Kidd, Social Evolution. 

Small and Vincent, Introduction to the Study of Society. 

Townsend, Civil Government. 

Municipal Manual of leading cities. 

Higher Life of Cities. 
The Outlook : — 

Roosevelt, Higher Life of American Cities, Dec. 21, 1895. 
Chicago, Feb. 22, 1896. 
Boston, March 28, 1896. 
New York, Jan. 25, 1896. 

Civil Government in United States, April 4, 1896. 
New Orleans, April 25, 1896. 
Philadelphia, July 25, 1896. 
St. Louis, Aug. 29, 1896. 

References for Teachers : — 

A rthuriad. 
Abbey, E. A., Handbook of Boston Public Library. 

The Quest of the Holy Grail. 
Alford, Henry, Contemporary Review, Vol. 13, p. 104. 

Atlantic, Vol. 38, August, 1876. 
Brooke, Stopford A., Tennyson, His Art and Relation to Modern 
Life. 

Bulfinch, Age of Chivalry, Part II. 

Canadian Monthly, Vol. 18. Arthur of History and Romance. 
Contemporary Review, Vol. 7, January to April, 1868. Arthurian 
Legends in Tennyson. 

Edinburgh Review, January to April, 1870. Epic of Arthur. 



316 ORGANIC EDUCATION. 

Malory, Morte d' Arthur. 

Rolfe, W. J., Idylls of the King, with notes. 
Reference Books for Dante Study : — 

Alger, Wm. R., The Solitudes of Nature and Man. Sketch of 
Dante. 

Baynes, H., Dante and his Ideal. 

Blow, S. E., A Study of Dante, with Introduction by W. T, 
Harris. 

Botticelli, Illustrations of the Divine Comedy. 

Boyd, Henry, The Divine Comedy, with preliminary essays, 
notes, and illustrations. 

Browning, Oscar, Encyclopaedia Britannica, Dante. 

Religious Systems of the World. The Religion of Dante, pp. 
483-498. 

Bruce, J., Classic and Historic Portraits, Vol. TI., Dante. 

Butler, A. J., Dante, his Times and his Work. 

Carlyle, J. A., The Divine Comedy. Prose translation and notes. 

Cary, H. F., The Vision of Hell, Purgatory, and Paradise, with life 
of Dante, view of his age, and notes. Illustrated by Gustave Dore. 

Century Magazine, Vol. 5, 574. On Portraits of Dante. 

Characteristics of Men of Genius, Vol. I., Dante. 

Chester, Norley, Stoiies from Dante. 

Church, R. W., Essays and Reviews, Dante. 

Crane, T. F., North American Review, April, 1866. Bibliog- 
raphy : The Dante Library presented by W. Fisk to Cornell. 

Cross, J. W., Impressions of Dante and of the New World. 

Dobson, W. T., The Classic Poets. (Dante's Divine Comedy 
epitomized.) 

Dore, Gustave, Illustrations from the Divine Comedy. 

Gardner, Edmund, Dante's Ten Heavens. 

Gurney, Emelia, Dante's Pilgrim's Progress. 

Flaxman, John, Illustrations of the Divine Poems of Dante. 

Harrison, Elizabeth, In Storyland, The Vision of Dante (for 
little children). 

Harris, W. T., The Spiritual Sense of the Divine Comedy. 

Hensman, M., Dante map with preface and notes. A map 
showing places mentioned in Dante's wi'itings and those visited 
by him in his exile. 



THE WORK OF THE GRADES, IN OUTLINE. 317 

Howe, J. W., Is Polite Society Polite? Dante and Beatrice, 
pp. 181-202. 

Kuhns, L. Oscar, The Treatment of Nature in Dante. 

Hunt, Leigh, Stories from Italian Poets. (Dante.) 

King, Alice, A Cluster of Lives, pp. 70-85. 

Longfellow, H. W., The Divine Comedy. Metrical translation 
with notes. 

Lowell, J. R., Among My Books. 2d Series. 

Mabie, H. W., Essays : Some Modern Readings from Dante, 
pp. 175-206. 

Moore, E., The Time References in the Divine Comedy, and 
their bearing on the assumed date and duration of the Vision. 

Norton, C. E., The Divine Comedy. Prose translation. 

Oliphant, M., Makers of Florence. 

Oliphant, M., Biography of Dante. 

Parsons, T. W., The First Canticle [Inferno] of the Divine 
Comedy. 

Phillemore, Catherine M., Dante at Ravenna. 

Rossetti, M. F., A Shadow of Dante. 

Scartazzini, A Companion to Dante, translated by A. J. Butler. 

Schaff, Literature and Poetry, pp. 279-429. 

Snider, D. J., Dante's Inferno — a Commentary. 

Symonds, J. A., An Introduction to the Study of Dante. 

Vernon, William W., Readings of the Inferno of Dante, with 
Introduction by Rev. Edward Moore. 

Vernon, William W., Readings of the Purgatorio of Dante, with 
introduction by R. W. Church. 

White, Andrew, History of the Warfare of Science and Theology 
in Christendom. Vol. I., Chs. 2, 3. 

Wilstack, J. A., The Divine Comedy, with notes. 

For Diagrams of the Divine Comedy. 

The Inferno, in A Shadow of Dante, D. G. Rossetti. 

The Purgatorio, in A Shadow of Dante, D. G. Rossetti. 

The Inferno, Purgatorio, and Paradiso, in 
r The Epic of the Fall of Man, 
\ S. H. Gurteen. 

[ G. P. Putnam's Sons, Publishers, N. Y. 



318 ORGANIC EDUCATION. 

There are some suggestive symbols in Dante's Pilgrim's Progress, 
Emelia Gurney. 

Language (.4 8). 
Dawson, S. E., A Study of the Princess. 

Journal of Speculative Philosophy : Articles on The Tempest. 
Moulton, The Tempest. 
Rolfe, William J., Pippa Passes. 
RoKe, The Princess. 

StorijofLife (.4 8). 

Gates, Professor Elmer, of Washington, D. C, An Address 
at First Congress of Mothers in Washington. 

Morley, Margaret, A Song of Life. 

Morley, Margaret, Life and Love. 

Perry, Mrs. Belle M., of Charlotte, Mich., A pamphlet on Con- 
secrated Parentage. 

Wood-Allen, Dr. Mary, Almost a Man. 

Wood-Allen, Child Confidence Rewarded. 

Wood- Allen, Teaching Truth. 

Warren, Mortimer A., Almost Fourteen. 

Pictures : — 

Abbey, Holy Grail Series. 
Burne-Jones, Sir Galahad. 
Watts, Sir Galahad. 

Dante Work. 

Giotto, Portrait of Dante. Fresco in National Museum, Flor- 
ence. 

Giotto, Portrait. Before Restoration. 

D. G. Rossetti, Head of Dante (detail from Dante's Dream). 
R. Giannetti, Portrait. 

Stefano Tofanelli, Portrait. 

J. L. Gerome, Dante. 

Peterlin, Portrait. 

Statue of Dante in Santa Croce, Florence. 

Statue of Dante in Piazza of Santa Croce, by Pazzi. 

E. Demi, Statue of Dante in portico of Uffizi, Florence. 
Dante, from death mask. 



THE WORK OF THE GRADES, IN OUTLINE. 319 

Death mask — two views. 

Castagno, Statue of Dante, National Museum, Florence. 

"Naples Dante," — bust in Museum, Naples. 

Palace of Justice and statue of Dante at Verona. 

Dante and Beatrice, statue at Como. 

Ary Scheffer, Dante and Beatrice. 

Halliday, Dante's First Meeting with Beatrice. 

M. Rieder, Dante mourning for Beatrice. 

D. G. Rosaetti, Dante's Dream. 

G. Moche, Dante presenting Giotto to Guido Signore of Ra- 
venna. 

A. Maignan, Dante and Matilda. 

Delacroix, Dante and Virgil crossing the Styx. 

Jerome, Dante and Women of Verona. 

House of Dante, Florence. 

Monument to Dante in Santa Croce, Florence. 

Tomb of Dante, Ravenna. 

Monument to Dante, Ravenna. 

Raphael, Portrait of Virgil. 

C. Jalabert, Virgil, Horace, and Varius. 

Hector Le Roux, At Virgil's Tomb. 

M. Rieder, Dante and the Friends of Beatrice, 

Abbe, Statue exhibited at World's Fair. 

Other pictures for this grade should be of the children's own 
choosing. Each child should have made his collections through 
the grades below and classified them in the grade just below. 

Songs : — 

Cousins, Songs from the writings of Tennyson, set to music bv 
various composers. 

Norris, Homer, Sweet and Low. 



APPENDIX A. 

BOOKS OF EEFERENCE. 

For convenience of reference some of the more important works 
mentioned in the preceding pages are here included in one list, to- 
gether with information regarding the time and place of publication, 
the publisher, and the price. 

Abbott, J., History of Romulus. Harper, N. Y. $1.00. 
Abbott, J., Rollo Books, 14 vols. Crowell, N. Y., 1883. $2.50. 
Adams, C. K., Manual of Historical Literature. Harper, N. Y. $2.50. 
Adams, G. B., Civilization during the Middle Ages. Scribner, N. Y., 

1894. $2.50. 
Adler, Felix, Moral Instruction of Children. Appleton, N. Y. $1.50. 
^sop's Fables, edited by H. C. Scudder. Houghton, Boston. $0.40. 
Aguilar, Grace, Days of Bruce. Appleton, N. Y., 1875. $1.00. 
Allen, C. B., The Man Wonderful. Fowler, Wells >& Co., N. Y. $1.50. 
Allen, F. H., Great Cathedrals of the World, 2 vols. Hashell & Post, 

Boston, 1886. 
Amicis, E. de, Holland and its People. Putnam, N. Y., 1881. $2.00. 
Andersen's Fairy Tales, trans, by Stickney. Ginn, Boston. $1.00. 
Anderson, R. B., Norse Mythology. Griggs, Chicago, 1875. -$2.50. 
Andrews, J., The Seven Little Sisters who live on the Round Ball. 

Ginn, Boston. School edition, $0.50. 
Andrews, J., Ten Boys who lived on the Road from Long Ago to 

Now. Ginn, Boston. School edition, $0.50. 
Andrews, J., Each and All : The Seven Little Sisters prove the Sister- 
hood. Ginn, Boston. School edition, $0.50. 
Andrews, J., The Stories Mother Nature told her Children. Ginn, 

Boston. School edition, $0.50. 
Anthon, C, Antiquities of Rome. Harper, N. Y., 1854. $1.-50. 
Arabian Nights, edited by E. E. Hale. Ginn, Boston, 188«. $0.-50. 
Armitage, E. S., Childhood of the English Nation. Putnam, N. Y., 

1877. $1.25. 

320 



APPENDIX. 321 

Arnold, E., Light of Asia. Crowell, N. Y., 1894. $0.75. 

Arnold, E., Indian Myths. Eclectic Magazine, Vol. 71, page 1304. 

Arnold, M., Balder Dead. (Poems.) Macmillan, N. Y., 1890. .$1.75. 

Arnold, M., Sohrab and Rustuni. American Book Co., N. Y. fO.20. 

Austen, J. G., Standish of Standish. A story of the Pilgrims. 
Houghton, Boston, 1892. 2 vols. fS.OO. 

Baldwin, J., Stories of the Golden Age. Scribner, N. Y., 1887. 12.00. 

Baldwin, J., Story of Roland. Scribner, N. Y., 1883. $2.00. 

Baldwin, J., Story of Siegfried. Scribner, N. Y., 1882. $2.00. 

Baldwin, J. M., Mental Development of the Child and the Race. 
Macmillan, N. Y., 1895. |2.60. 

Ball, Sir R. S., Star-Land. Ginn, Boston, 1892. $1.00. 

Baring-Gould, S., Curious Myths of the Middle Ages. Rivingtons, 
London, 1871. $1.50. 

Barkley, H. C, Ride through Asia Minor. Murray, London. $2.63. 

Barnes, Mary, General History. Heath, Boston, 1890. $1.60. 

Barnes' History of Rome, edited by J. D. and E. B. Steele. Chau- 
tauqua Press, N. Y. $1.17. 

Barr, A., A Bow of Orange Ribbon. Dodd, N, Y., 1893. $2.50. 

Bass, M. F., Animal Life. Heath, Boston. $0.35. 

Bass, M. F., Plant Life. Heath, Boston. .$0.25. 

Becker, W. A., Gallus, trans, by F. Metcalf. Appleton, N. Y. $3.00. 

Beesley, Mrs., Stories of Rome. Macmillan, London, 1878. $0.65. 

Bell, A., Feudalism, British and Continental. Longmans, London, 
1863. $1.35. 

Bellamy, B. W., and Goodwin, M. W., Open Sesame ! Poetry and 
Prose for School Days. Ginn, Boston, 1890. 3 vols. Each $0.75. 

Benjamin, S. G. W., A Glance at the Arts of Persia. Century 
Magazine, Vol. 10, page 716. 

Benjamin, S. G. W., Persia and the Persians. Ticknor & Co., Boston, 
1886. $5.00. 

Benjamin, S. G. W., Story of Persia. Putnam, N. Y,, 1887. $1.50. 

Beowulf, trans, by Hall. Heath, Boston. $0.75. 

Bert, Paul, First Steps in Scientific Knowledge. Lippincott, Phila- 
delphia, 1887. $0.60. 

Bishop, C. E., Pictures from English History. Phillips and Hunt, 
N. Y., 1883. $1.25. 

Bishop, John L., History of American Manufactures. Young & Co., 
Philadelphia, 1864. 

Blaisdell, A. F., Our Bodies. Ginn, Boston. $0.65. 

Blow, S., A Study of Dante. Putnam, N. Y., 1886. $1.25. 



322 ORGANIC education: 

Bliimner, A., Home Life of the Ancient Greeks. Translated by Alice 

Ziramern. Cassell, N. Y., 1893. f2.00. 
Boissier, G., Pompeii and Rome. Putnam, N. Y., 1896. $2.50. 
Boissier, G., The Country of Horace and Virgil. Putnam, N. Y. $2.50. 
Bolton, S. K., Boys who became Famous. Crowell, N. Y. $1.50. 
Bolton, S. K., Girls who became Famous. Crowell, N. Y. f 1.50. 
Bolton, S. K., Famous Voyagers and Explorers. Crowell, N. Y. $1.50. 
Bonner, J., Child's History of Greece. Harper, N. Y., 1857. $1.25. 
Brooks, E. S., Chivalric Days. Putnam, N. Y., 1887. §2.00. 
Brooks, E. S., Story of an American Indian. Lothrop, Boston. $2.50. 
Brooks, E. S., The Century Book for Young Americans. Century 

Co., N. Y., 1894. $1.50. 
Browning, R. , Article in Encyclopaedia Britannica on Dante. 
Browning, R., The Pied Piper of Hamelin. Illustrated by K. Greena- 

way. Houghton, Mifflin, Boston, 1888. $2.00. 
Bryant, W. C, Poetical Works. Appleton, N. Y., 1893. $3.00. 
Bryce, James, Holy Roman Empire. Macmillan, N. Y. $1.60. 
Bryce, James, American Commonwealth. Macmillan, N. Y. $2.25. 
Buckle, H. T., History of Civilization in England. Appleton, N. Y., 

1865. 2 vols. $6.00. 
Buckley, A. B., Fairyland of Science. Lippincott, Phila. $1.50. 
Buckley, A. B., A Short History of Natural Science. Appleton, N. Y., 

1876. $2.00. 
Buckley, A. B., Life and her Children. Appleton, N. Y., 1881. 

$1.50. 
Bulfinch, T., Age of Fable. S. Tilton & Co., Boston, 1881. $3.00. 
Bulfinch, T., Age of Chivalry ; or. Legends of King Arthur. S. Tilton 

& Co., Boston, 1876. $3.00. 
Bulfinch, T., Legends of Charlemagne. J. E. Tilton & Co., Boston, 

1876. $3.00. 
Bulwer Lytton, E. G., Last Days of Pompeii. Little, Brown & Co., 

Boston, 1893. $1.50. 
Bunce, J. L., Fairy Tales, Their Origin and Meaning. Macmillan, 

London, 1878. $0.75. 
Bunyan, J., Pilgrim's Progress. Ginn, Boston, 1891. $0.35. 
Burckhardt, J., Civilization of the Renaissance. Translated by 

Middlemore. Kegan & Paul, London, 1878. 2 vols. $6.00. 
Burn, R., Ancient Rome and its Neighborhood. Macmillan, N. Y., 

1895. $2.25. 
Burn, R., Old Rome (handbook to the ruins of the city). Bell & Sons, 

London, 1870. $15.00. 



APPENDIX. 323 

Bum, R., Roman Literature in Relation to Roman Art. Macmillan, 

N. Y., 1888. $2.25. 
Burnett, Mrs. F. H., Little Lord Fauntleroy. Scribner, N. Y. $2.00. 
Burnley, J., Romance of Invention. Cassell, London. $0.70. 
Burt, M. E., Literary Landmarks. Houghton, Boston. $0.70. 
Butterworth, H., Little Arthur's Story of Rome. Crowell, N. Y., 

1892. $1.25. 
Butterworth, H., Zigzag Journeys in Classic Lands. Estes & Lauriat, 

Boston, 1881. $1.75. 
Butterworth, H., Zigzag Journeys in India. Estes & Lauriat, Bo.ston, 

1887. $1.75. 
Butterworth, H., Zigzag Journeys in the Levant. Estes & Lauriat, 

Boston, 1880. $1.75. 
Butterworth, H., Zigzag Journeys from the Nile to the Holy Land. 

Estes & Lauriat, Boston, 1886. $1.75. 
Butterworth, H., Zigzag Journeys in Northern Lands. Estes & 

Lauriat, Boston, 1884. $1.75. 
Butterworth, H., Zigzag Journeys in the Sunny South. Estes & 

Lauriat, Boston, 1889. $1.75. 
Campbell, D., The Puritan in Holland, England, and America. 

Harper, N. Y., 1893. 2 vols. $5.00. 
Carlyle, T., Heroes and Hero Worship. Crowell, N. Y. $1.00. 
Gary, A. and P., Poetical Works. Houghton, Boston. $2.00. 
Cervantes, M., Don Quixote. Ginn, Boston, 1893. $0.60. 
Chase, A. and Clou, E., Stories of Industry. Educational Publishing 

Co., 1892. 2 vols. $0.80. 
Church, A. J., The Burning of Rome. Macmillan, N. Y. $1.00. 
Church, A. J., Roman Life in the Days of Cicero. Scribner, N. Y. 

$1.00. 
Church, A. J., Pictures from Roman Life and Story (beginning with 

the time of Augustus). Appleton, N. Y. Illustrated, $1.50. 
Church, A. J., Story of the Iliad. Macmillan, N. Y., 1891. $0.80. 
Church, A, J., The Story of the Odyssey. Macmillan, N. Y. $0.80. 
Church, A. J., Stories from Livy. Scribner, N. Y. $2.00. 
Church, A. J. , Stories from Greek Tragedy. Scribner, N. Y. $2.00. 
Church, A. J., Stories from the East by Herodotus. Maynard, M. & 

Co., N. Y., 1893. $0.30. 
Church, A. J., Stories of the Old World. Ginn, Chicago, 1885. $0.60. 
Church, A. J., Stories from Virgil. Harper, N. Y., 1879. $0.35. 
Church, A. J., Stories from Greek Comedy. Macmillan, N. Y. $1.00. 
Church, A. J., Three Greek Children. Putnam, N. Y. $1.25. 



324 ORGANIC EDUCATION. 

Church, A. J., Stories from Homer. Appleton, N. Y., 1878. $2.00. 
Church, A. J., Greek Life and Story. Putnam, N. Y., 1894. $1.25. 
Church, R. W., Essay on Dante. Macmillan, N. Y., 1879. $1.75. 
Clarke, J. F., Ten Great Religions. Houghton, Boston. 2 vols. $3.00. 
Clemens, S. L., Personal Recollections of Joan of Arc. Harper's 

Magazine, Vols. 90, 91, 92. 
Clodd, E. , The Childhood of Religions. Paul, Trench & Co., London, 

1891. $0.40. 
Clodd, E., Childhood of the World. Fitzgerald, N. Y., 1884. $0.15. 
Coe, F. E., Modern Europe (Vols. 7 and 8 of The World and its 

People). Silver. Burdett & Co., Boston, 1892. $0.60. 
Coffin, C. C, Redeeming the Republic. Harper, N. Y., 1890. $3.00. 
Coffin, C. C, The Boys of '76. Harper, N. Y., 1877. $3.00. 
Coffin, C. C, The Boys of '61. Estes & Lauriat, Boston, 1882. $2.60. 
Coffin, C. C, Building the Nation. Harper, N. Y., 1883. $3.00. 
Coffin, C. C, Old Times in the Colonies. Harper, N. Y., 1881. $3.00. 
Coffin, C. C, The Story of Liberty. Harper, N. Y., 1879. $3.00. 
Conway, W. M., Flemish Artists. Macmillan, N. Y., 1887. $2.50. 
Corbould, E. H., et al, Mother Goose's Fairy Tales. G. Routledge 

& Sons, N. Y. $0.75. 
Corroyer, E., Gothic Architecture. Edited by Armstrong, Seeley & Co., 

London, 1893. $1.50. 
Cox, G. W., The Crusades. Scribner, N. Y. $1.00. 
Cox, G. W., Mythology of the Aryan Nations. Scribner, N. Y. $1.50. 
Cox, G. W., Tales of Ancient Greece. McClurg. Chicago. $2.00. 
Crosby, W. 0., Some Common Minerals. Heath, Boston, 1890. $0.35. 
Curtis, W. E., The United States and Foreign Powers. Flood & Vin- 
cent, Meadville, 1892. 
Dana, E. S., Minerals and how to Study Them. Chapman & Hall, 

N. Y., 1895. $1.50. 
Dawson, S. E., Study of Tennyson's Princess. Low, London. $1.25. 
Defoe, D., Robinson Crusoe. Edited by Lambert. Ginn, Boston. $0.60. 
Dennie, J., Rome of To-day and Yesterday. Estes & Lauriat, Boston, 

1894. $2.50. 
De Vinne, T., The Invention of Printing. F. Hart & Co., N. Y., 

1876. Illustrated. $6.00. 
Dickens, C, Child's History of England. Lippincott, Phila. $1.00. 
Dickens, C, Dombey and Son. Lippincott, Philadelphia, 1887. $1.00. 
Dippold, G. T., The Ring of the Nibelung. Holt, N. Y., 1888. $1.50. 
Dodge, M. M., Hans Brinker. Scribner, N. Y,, 1886. $1.50. 
Dodge, M. M., The Land of Pluck. Century Co., N. Y., 1894. $1.50. 



APPENDIX. 325 

Dodge, N. S., Stories of American History. Lee & Shepard, Boston, 

1874. $1.00. 
Douglas, K. K., China. Society for Promoting Christian Knowledge, 

London, 1882. $1.25. 
Doyle, A. C, Tlie White Company. Harper, N. Y., 1894. $1.75. 
Dnimmond, H., The Ascent of Man. Pott & Co., N. Y., 1891. $2.00. 
Du Chaillu, P. B., Explorations in Equatorial Africa. Harper, N. Y., 

1861. $5.00. 
Du Chailhi, P. B., Tlie Viking Age. Scribner, N. Y., 1889. $7.50. 
Dunton, L., editor. The World and its People. Silver, Burdett & Co., 

Vols. 5-9 of The Young Folks' Library. $0.60 each. 
Eberhart, N. M., Elements of Entomology. A. Flanagan, Chicago, 

1891. $0.35. 
Edwards, A. B., One Thousand Miles up the Nile. Scribner, N. Y., 

1877. $12.00. 
Edwards, A. B., Pharaohs, Fellahs and Explorers. Harper, N. Y., 

1891. $4.00. 
Eggleston, G. C, Strange Stories from History. Harper, N. Y. $1.00. 
Eliot, G., Romola. Alden, N. Y., 1886. $0.80. 
Emerson, Ellen, Indian Myths. Boston, 1889. $5.00. 
Ewing, J. H., Jan of the Windmill. Bell, London, 1885. $0.75. 
Faiths, The, of the World. Scribner, N. Y., 1882. $1.50. 
Falke, Jacob von, Greece and Rome. Translated by W. H. Browne. 

Holt, N. Y., 1886. $15.00. 
Farmer, S., History of Detroit and Michigan. S. Farmer & Co., 

Detroit, 1884. $10.00. 
Farrar, F. W., Cathedrals of England. T. Whittaker, N. Y. $1.50. 
Farrington, M., Stories of King Arthur. Putnam, N. Y., 1888. $2.00. 
Fellow, C. C, Lectures on Ancient and Modern Greece. Ticknor & 

Fields, Boston, 1867. 2 vols. 
Fergusson, James, History of Architecture. Dodd, Mead, N. Y. 

2 vols. $7.50. 
Field, E., A Little Book of Profitable Tales. Scribner, N. Y. $1.25. 
Fielde, A. M., A Corner of Cathay. Macmillan, N. Y., 1894. $3.00. 
Finck, H. T., Lotus Time in Japan. Scribner, N. Y., 1895. $1.75. 
Fiske, J., Myths and Mythmakers. Houghton, Boston. $2.00. 
Fiske, J., Beginnings of New England. Houghton, Boston. $1.75. 
Fiske, J., Darwinism. Houghton, Boston. $2.00. 
Fiske, J., Discovery of America. Houghton, Boston. 2 vols. $4.00. 
Fiske, J., Discovery and Conquest. Houghton, Boston. 2 vols. $4. 
Fiske, J., Excursions of an Evolutionist. Houghton, Boston, $1.60. 



326 ORGANIC EDUCATION. 

Fiske, J., History of the United States. Houghton, Boston. 81.00. 
Forbes, S. R., Rambles in Rome. T. Nelson & Sons, N. Y. |1.50. 
Foster, E., Life of Lincoln. Cassell, N. Y., 1887. $0.50. 
Francillon, R. E., Gods and Heroes. Giun, Boston, 1893. $0.60. 
Franklin, B., Autobiography. Lippincott, Philadelphia, 1868. $7.50. 
Franklin, B., Poor Richard's Almanac. Houghton, Mifflin, Boston, 

1886. (Paper) $0.15. 
Freeman, E. A., Norman Conquest of England. Macmillan, N. Y., 

1873. 6 vols. $16.00. 
French, H. W., Our Boys in China. Lee & Shepard, Boston. $1.75. 
French, H. W., Our Boys in Lidia. C. E. Brown, Boston, 1892. $1.75. 
Froissart, J., Chronicles of England, France, and Spain. W. Smith, 

London, 1891. 2 vols. $1.75. 
Frost, W. H., The Wagner Story Book. Scribner, N. Y., 1891. $1.50. 
Frye, A. E., The Child and Nature. Ginn, Boston. $0.80. 
Frye, A. E., Brooks and Brook Basins (in Geography). Ginn, 

Boston. $0.58. 
Furneaux, W., The Outdoor World. Longmans, N. Y., 1893. $2.50. 
Gardiner, S. R., Short History of England. Longmans, London, 

1891. $3.50. 
Gardner, P., & Jevons, F. B., Manual of Greek Antiquities. Scrib- 
ner, N. Y., 1895. $4.00. 
Gardner, P., New Chapters in Greek History. Putnam, N. Y. $5.00. 
Gayley, C. M., editor, Classic Myths in English Literature. Ginn, 

Boston, 1892. $1.50. 
Geikie, A., Geological Primer. Appleton, N. Y., 1874. $0.50. 
Geikie, A., Physical Geography. Macmillan, London, 1881. $1.10. 
Gell, W., Topography of Rome. Bohn, London, 1846. $5.00. 
Gell, W., Books on Pompeii. R. Worthington, N. Y., 1880. $8.00. 
Gibson, W. H., Sharp Eyes. Harper, N. Y. $5.00. 
Giddings, F. H., Principles of Sociology. American Academy of 

Political Science, 1894. $1.50. 
Gilman, A., Story of Rome. Putnam, N. Y., 1885. $1.50. 
Goldsmith, O., The Traveller. Houghton, Boston, 1894. $0.15. 
Goodrich, Manners and Customs of the Indians. Old South Leaflets, 

Boston. $0.05. 
Goodyear, W. H., Renaissance and Modern Art. Flood & Vincent, 

Meadville, Pa., 1894. $1.00. 
Gouin, F., The Art of Teaching and Studying Language. Scribner, 

N. Y., 1892. $2.25. 
Grady, H. W., The New South. Robert Bonner's Sons, N. Y. $1.00. 



APPENDIX. 327 

Grattan, T. C, The Netherlands. Harper, N. Y., 1830. $1.00. 

Gray, G. Z., The Children's Crusade. Hurd & Houghton, 1871. $1.00. 

Green, J. R., History of the English People. Harper, N. Y. $2.50. 

Green, S. G., Pen and Pencil Pictures from Bible Lands. Religious 
Tract Society, London, 1879. $3.50. 

Green, S. G., Pictures of France and Germany. Religious Tract So- 
ciety, London, 1879. $4.00. 

Grimm, H., Michael Angelo. Holt, N. Y., 1887. $0.40. 

Guerber, H. A., Myths of Greece and Rome. American Book Co., 
N. Y., 1893. $1.50. 

Guizot, F. P. G., History of Civilization. Appleton, N. Y. $6.00. 

Guizot, F. P. G., History of England. Scribner, N. Y. $1.50. 

Guhl and Koner, Life of the Greeks and Romans. Appleton, N. Y., 
1876. $6.00. 

Gummere, F. B., Germanic Origins. Scribner, N. Y., 1893. $2.00. 

Gunning, W. D., Life History of Our Planet. Worthington, N. Y., 

1879. $1.50. 

Guyot, A. H., The Earth and Man (Physical Geography). Translated 
by C. C. Felton. Scribner, N. Y.,1875. $1.75. 

Hale, E. E., Boy Heroes. Lothrop, Boston, 1885. $1.00. 

Hale, E. E., The Man without a Country. Little, Brown & Co., 
Boston. $2.50. 

Hall, M., Our World Reader (No. 1). Ginn, Boston, 1892. $0.60. 

Hallam, H., Middle Ages. Harper, N. Y., 1872. $2.00. 

Hamlin, Mrs., Legends of Detroit. Nourse, Detroit, 1884. $2.00. 

Hamlin, S. A., Pictures from English Literature. Educational Pub- 
lishing Co., Boston, 1893. $0.60. 

Hanson, C. H., Homer's Stories simply told. Nelson, London. $1.00. 

Hanson, C. H., The Land of Greece. Nelson, London, 1886. $4.00. 

Hanson, C. H., Stories from King Arthur. Nelson, London. $1.00. 

Harris, J. C, Uncle Remus, His Songs and Sayings. Appleton, N. Y., 

1880. $1.50. 

Harris, J. C, Nights with Uncle Remus. Houghton, Boston. $2.00. 
Harris, W. T., The Spiritual Sense of the Divine Comedy. Houghton, 

Boston. $1.00. 
Harrison, F., editor, New Calendar of Great Men. Macmillan, N. Y., 

1892. $2.25. 
Harrison, F. , The Meaning of History. Macmillan, N. Y. $2.25. 
Harrison, J. A., The Story of Greece. Putnam, N. Y. $1.60. 
Harrison, J., Myths of the Odyssey in Art and Literature. Riving- 

tons, London, 1881. $4.50. 



328 ORGANIC EDUCATION. 

Hartland, The Science of Fairy Tales. vScribiier, N. Y., 1890. $1.25. 
Hartwig, G., Polar and Tropical Worlds. Nichols & Co., Springfield, 

Mass., 1878. $4.25. 
Haweis, H. R., My Musical Memories. Funk & Wagnalls, N. Y. 

$1.00. 
Hawthorne, N., Marble Faun. Houghton, Boston. $1.00. 
Hawthorne, N., Tangiewood Tales. Houghton, Boston. $1.00. 
Hawthorne, N., Wonder Book. Houghton, Boston. $1.00. 
Hearn, L., & Blum, K., Sketches of Japan. Houghton, Boston, 1894. 

$1.25. 
Hegel, G. W. F. , Lectures on the Philosophy of History. Translated 

from 3d German edition by J. Sibree. Scribner, N. Y., 1888. $2.00. 
Hemans, F., Poems. Bradley, Philadelphia, 1884. $1.25. 
Henty, G. A., The Lion of St. Mark's. Scribner, N. Y., 1892. $1.50. 
Henty, G. A., Wulf the Saxon. Scribner, N. Y., 1894. $1.50. 
Holcomb, C, The Real Chinaman. Longmans, N. Y., 1895. $2.00. 
Holmes, O. W., Our Hundred Days in Europe. Houghton, Boston, 

1891. $1.50. 
Holmes, 0. W., Poetical Works. Houghton, Boston. $1.50. 
Homer's Iliad. Trans, by W. C. Bryant. Houghton, Boston. $1.00. 
Homer's Odyssey. Trans, by W. C. Bryant. Houghton, Bo.ston. $1.00. 
Homer's Odyssey. Trans, by G. H. Palmer. Houghton, Boston. $2.50. 
Home, J. P., The Buried Cities of Vesuvius. Hazell, Watson & 

Viney, London, 1895. $0.88. 
Howells, W. D., A Boy's Town. Harper, N. Y. $1.25. 
Hughes, T., Tom Brown at Rugby. Edited by C. W. Robinson. 

Ginn, Boston, 1889. $0.70. 
Hugo, v., Les Miserables. Crowell, N. Y., 1888. $1.50. 
Hugo, V. , Tales of His Grandchildren. Edited by Brander Matthews 

in Wide Awake, 1886. 
Hurll, E. M., Child Life in Art. Knight & Co. , Boston. Illus. $2.00. 
Irving, W., The Alhambra. Ginn, Boston, 1891. $0.50. 
Irving, W., Columbus (linickerbocker Edition). Putnam, N. Y. $3.00. 
Irving, W., Sketch Book. Putnam, N. Y., 1856. $1.00. 
Irving, W., Life of George Washington. Putnam, N. Y., 1856. $1.00. 
Irving, W., Washington and His Country. Ginn, Boston. $0.40. 
Jackman, W. S., Nature Studies for the Common Schools. Holt, 

N. Y., 1891. $1.25. 
Jacobs, J., The Book of Wonder Voyages. Nutt, London, 1896. $1.50. 
James, W., Principles of Psychology. Holt, N. Y. 2 vols. $4.80. 
Jameson, A., Legends of the Madonna. Houghton, Boston, $1.25. 



APPENDIX. 329 

Jameson, A., Legends of the Saints. Houghton, Boston. $1.25. 

Jameson, A., Sacred and Legendary Art. Houghton, Boston. $L25. 

Johnston, A., Handbook of American Politics. Holt, N. Y. $0.80. 

Jones, O., Grammar of Ornament. B. Quaritch, London. $25.00. 

Jordan, D. S., Science Sketches. McClurg, Chicago, 1888. $1.50. 

Judson, H. P., The Growth of the American Nation. Gay & Bird, 
London, 1897. $1.50. 

Karpeles, G., AUgemeine Geschichte der Litteratur. Grote, Berlin, 
1891. 2 vols. $8.00. 

Keats, J., Poetical Works. Lippincott, Phila., 1891. 3 vols. $4.50. 

Kemble, J. M., The Saxons in England. B. Quaritch, London, 1876. 
2 vols. $6.00. 

Kennan, G., Siberia. Century, N. Y., 1891. 2 vols. $6.00. 

Kidd, B., Social Evolution. Macmillan, N. Y., 1894. $1.50. 

King, F. H., The Soil. Macmillan, N. Y., 1895. $0.75. 

Kingsley, C, Water Babies. Macmillan, N. Y., 1893. $0.50. 

Kingsley, C, Greek Heroes. Ginn, Boston, 1885. $0.40. 

Kingsley, C, Roman and Teuton. Macmillan, London, 1864. $3.00. 

Kipling, R., Jungle Stories. Century Co., N. Y., 1894. $1.50. 

Knox, T. W. Boy Travellers in the Far East (China and Japan). 
Harper, N. Y., 1880. $3.00. 

Knox, T. W., Boy Travellers in the Far East (Siam and Java). Har- 
per, N. Y., 1880. $3.00. 

Kretchmer and Rohrbach, Costumes of All Nations. Sotheran, Lon- 
don, 1882. 

Kugler, F. T., Handbook of Painting. Scribner, N. Y., 1887, $12.00. 

Lacroix, J. P., Manners, Customs, Dress of the Middle Ages. Bickers 
& Son, London. 

Lacroix, J. P., The Arts in the Middle Ages. Pott, N. Y., 1886. $7.50. 

Lacroix, J. P. , Science and Literature in the Middle Ages. Appleton, 
N. Y., 1877. $12.00. 

Laing, Mrs. C. H. B., Heroes of the Seven Hills. Porter & Coates, 
Philadelphia, 1873. $0.50. 

Lamb, C. & M., Tales from Shakespeare. Ginn, Boston, 1885. $0.50. 

Lamb, C, Adventures of Ulysses. Gebbie, Philadelphia, 1890. $1.50. 

Lambert, J. M., Tv?o Thousand Years of Guild Life. Simpkin, Lon- 
don, 1892. $6.75. 

Lanciani, R., Ancient Rome in the Light of Recent Discoveries. 
Houghton, Boston, 1888. 

Lanciani, R. , Pagan and Christian Rome. Houghton, Boston. $6.00. 

Lang, A., The Blue Fairy Book. Longmans, London, 1889. $2.00. 



330 OBGANIC EDUCATION. 

Lang, A., Custom and Myth. Harper, N. Y., 1885. $1.25. 

Lang, A., The Green Fairy Book. Longmans, London, 1890. $2.00. 

Lang, A., The Red Fairy Book. Longmans, London, 1892. $2.00. 

Lanier, S., Poems. Scribner, N. Y., 1895. $2.00. 

Lanier, S., The Boy's Froissart. Scribner, N. Y., 1884. $2.90. 

Lanier, S., The Boy's King Arthur. Scribner, N. Y., 1889. $2.00. 

Lanier, S., The Boy's Percy. Scribner, N. Y., 1882. $2.00. 

Larcom, L., Poetical Works. Houghton, Mifflin, Boston, 1885. $1.75. 

Larned, W. C, Churches and Castles of Mediaeval France. Scribner, 
N. Y., 1895. $1.50. 

Liddell, H. G., History of Rome. Harper, N. Y., 1868. $2.00. 

Lillie, Mrs. L. C, Story of Music and Musicians. Harper, N. Y., 
1886. $1.00. 

Lincoln, A., Gettysburg Address. Houghton, Mifflin, Boston, 1888. 
Paper. $0.15. 

Livingston, D., The Last Journal of. Harper, N. Y., 1875. $2.-50. 

Lloyd, W. W., The Age of Pericles. Macmillan, N. Y., 1875. $8.00. 

Longfellov?, H. W., Hiawatha. Houghton, Boston, 1894. Illus- 
trated by Remington. $6.00. 

Longfellow, H. W., Poetical Works. Houghton, Boston. $2.00. 

Longfellow, H. W., Translation of Dante. Houghton, Boston. 1886. 
2 vols. $3.00. 

Lord, J., Beacon Lights of History. Ford, N. Y., 1894. 2 vols. $4.00. 

Lovejoy, M. I., Nature in Verse. Silver, Burdett, Boston, 1895. $1.50. 

Lowell, J. R., Poetical Works. Houghton, Boston, 1892. $1.50. 

Lowell, J. R., Among My Books. Houghton, Boston, 1881. 2 vols. 
$3.00. 

Lubbock, J., The Beauties of Nature. Macmillan, N. Y., 1892. $1.25. 

Lubbock, J., Flowers, Fruits, and Leaves. Macmillan, N. Y. $1.25. 

Liibke, W., Ecclesiastical Architecture in Germany. Translated by 
L. A. Wheatley. Published by S. C. Jack, Edinburgh, 1877. 

Lubke, W., The History of Art. Edited by Cook. Dodd, Mead, N. Y., 
1881. $7.50. 

Macaulay, T., Lays of Ancient Rome. Harper, N. Y., 1888. $0.56. 

MacClure, A. K., Life of Lincoln. Kelly, St. Paul, Minn. $2.00. 

MacMaster, J. B., History of the United States. Appleton, N. Y., 
1895. $2.50. 

McMurray, A., Pioneer History of America. Jones & Kroeger, Wi- 
nona, Minn., 1891. 

Mahaffy, J. P., History of Greek Literature. Macmillan, N. Y. 
$2.25. 



APPENDIX. 331 

Mahaffy, J. P., Rambles and Studies in Greece. Macmillan, N. Y., 

1887. .$3.00. 
Mahaffy, J. P., Old Greek Education. Hunt and Eaton, N. Y. $3.00. 
Mahaffy, J. P., Old Greek Life. Appleton, N. Y., 1883. ?0.50. 
Mahaffy, J. P., Social Life in Greece. Macmillan, N. Y. .$1.75. 
Malory, T., Morte d'Arthur. Macmillan, N. Y., 1893. 2 vols. $14.00. 
Manning, S., Italian Pictures. Scribner, N. Y., 1890. $3.20. 
Manning, S. , Land of the Pharaohs. Religious Tract Society, London, 

1887. $3.20. 
Marriott, H. P., Facts about Pompeii. Hazell, London, 1895. $1.80. 
Martineau, H., The Prince and the Peasant. Ginn, Boston. .$0.55. 
Mason, 0. T., The Origins of Inventions. Scribner, N. Y., 1895. 

$1.25. 
Mason, O. T., Woman's Share in Primitive Culture. Appleton, N. Y., 

1894. $1.40. 
Maspero, G., Dawn of Civilization in Egypt and Assyria. Appleton, 

N. Y., 1894. $7.50. 
Maspero, G., Egyptian Archeology. Putnam, N. Y., 1887. $3.00. 
Middleton, J. H., The Remains of Ancient Rome. A. & C. Black, 

London, 1892, or Macmillan, N. Y. 2 vols. $7.00. 
Miller, 0. T., Little People of Asia. Button & Co., N. Y., 1883. $1.75. 
Milman, H. H., Latin Christianity. Little, Brown & Co., Boston, 

1861. 8 vols. 114.00. 
Mommsen, T., Rome. Scribner, N. Y., 1887. 2 vols. $6.00. 
Montgomery, T). H., The Beginner's American History. Ginn, Bos- 
ton, 1892. $0.70. 
Montgomery, D. H., Benjamin Franklin. Ginn, Boston, 1891. $0.-50. 
Montgomery, D. H. (editor). Heroic Ballads. Ginn, Boston. $0.50. 
Montgomery, D. H. English History. Ginn, Boston! $1.25. 
Montgomery, W., Tales of Ancient Troy. Estes & Lauriat, Boston, 

1892. $1.25. 
Moore, T. , Fire Worshippers (Lalla Rookh) . Crowell, Boston. $2.50. 
Morgan, L. H., Ancient Society of Greece. Holt, N. Y., 1877. $4.00. 
Morley, M. W., A Song of Life. McClurg & Co., Chicago, 1895. $1.00. 
Morley, M. W., Life and Love. McClurg & Co., Chicago, 1895. $1.00. 
Morris, W., Sigurd the Volsung. Roberts Brothers, Boston. $2.50. 
Morris, C, The Aryan Race, Their Origin and Achievement. Griggs, 

Chicago, 1888. $1.50. 
Motley, J. L., Rise of the Dutch Republic. Harper, N. Y. $10.50. 
Motley, J. L., United Netherlands. Harper, N. Y. 4 vols, $13.00. 
Myers, P. V. N., General History. Ginn, Boston, 1889. $1.65. 



332 ORGANIC EDUCATION. 

Newell, J. H., Outlines of Lessons in Botany (Parts I and II). Ginn, 

Boston, 1892. $0.90. 
Newell, J. H., A Reader in Botany. Ginn, Boston. 2 vols, fl.20. 
Norman, H., The Real Japan. Unwin, London. !^1.80. 
Norton, C. E., translator. The Divine Comedy. Houghton, Boston, 

1891. 4 vols. $10.00. 
Norton, C. E., The Heart of Oak Books. Heath, Boston. 6 vols. 

$3.00. 
O'Douovan, E., Story of the Merv. Funk and Wagnalls, N. Y. $1.00. 
Oliphant, M., Dante (in The Makers of Florence). Macmillan, N. Y., 

1891. $3.00. 

Our Children's Songs. Harper, N. Y., 1878. $1.50. 

Ovid's Metamorphoses. Translated by Riley. H. T. Bohn, London, 

1858. $1.50. 
Packard, A. S., Jr., Zoology. Holt, N. Y. Briefer Course. $1.12. 
Parker, J. H., Mosaic Pictures (in Archaeology of Rome). Murray, 

London, 1876. 
Parker, J. H., Archaeology of Rome. Murray, Loudon. 12 vols. 
Parkman, F., Discovery of the Great West. Little, Brown & Co., 

Boston, 1893. $1.50. 
Pearson, E. C, Gutenberg and the Art of Printing. Lothrop, Boston, 

1879. $1.25. 

Perrot, G., and Chipiez, C, Chaldea. Armstrong, N. Y. 2 vols. $15.00. 
Perrot, G., and Chipiez, C, The Art of Persia. Armstrong, N. Y., 

1892. $14.50. 

Phillips, W., The Lost Arts. Lee & Shepard, Boston, 1884. 

$0.25. 
Pliny's Letters. Edited by Church & Brodribb. (Ancient Classics for 

English Readers) Lippincott, Philadelphia, 1872. $1.00. 
Plutarch's Lives. Edited by E. Ginn. Ginn, Boston, 1886. $0.60. 
Polo, M., Travels. Putnam, N. Y., 1885. $2.50. 
Poor, L. E., Sanscrit and its Kindred Literatures. Roberts, Boston, 

1880. $2.00. 

Poulsson, E., In the Child's World. Bradley, Springfield, Mass., 

1894. $2.00. 
Poulton, E. B., The Colors of Animals, Their Meaning and Uses. 

Appleton, N. Y., 1890. $1.75. 
Powell, J. W., Annual Report of Ethnology. Government Print, 

Washington. 
Pratt, M. L., Northern Europe. Educational Publishing Co., Boston, 

1893. $0.60. 



APPENDIX. 333 

Pratt, M. L., The Fairyland of Flowers. Educational Publishing Co., 

Boston, 1890. $0.60. 
Pratt, M. L., Little Flower Folks. Educational Publishing Co., Bos- 
ton, 1890. $0.50. 
Pratt, M. L., The Storyland of Stars. Educational Publishing Co., 

Boston, 1890. $0.60. 
Prescott, W. H., Conquest of Mexico. Phillips, Sampson &, Co., 

Boston, 1885. 3 vols. $7.50. 
Prescott, W. H., Ferdinand and Isabella. Lippincott, Philadelphia, 

1869. 3 vols. $3.00. 
Preston, H. W., and Dodge, L., Private Life of the Romans. B. H. 

Sanborn, Boston. $1.00. 
Pugin, A., Gothic Ornaments. Bohn, London, 1856. $11.25. 
Pyle, H., Men of Iron. Harper, N. Y., 1892. $2.00. 
Racinet, M. A., Le Costume Historique. Didot, Paris, 1888. 
Radcliffe, A. G., Schools and Masters of Painting. Appleton, N. Y., 

1876. $3.00. 
Ragozin, Z. A., The Story of Media, Babylon, and Persia (Stories of 

the Nations Series). Putnam, N. Y., 1888. $1.50. 
Ragozin, Z. A., The Story of Chaldea. Putnam, N. Y., 1886. $1.50. 
Ranke, L. von, A History of England. Macmillan, London. $15.00. 
Rawlinson, G., The Five Great Monarchies of the Ancient Eastern 

World. Scribner, N. Y. 2d edition, 1871. 3 vols. $15.00. 
Rawlinson, G., Five Ancient Monarchies. Dodd, Mead, N. Y., 1876. 

5 vols. $6.25. 
Rawlinson, G., Ancient Religions. Alden, Philadelphia, 1885. $0.60. 
Rawlinson, G., The Story of Egypt. Putnam, N. Y., 1887. $1.50. 
Reade, C, The Cloister and the Hearth. Dodd, Mead, N. Y., 1892. 

4 vols. $7.00. 
Reber, F. von. History of Ancient Art. Translated by J. T. Clarke. 

Harper, N. Y., 1882. $3.50. 
Reclus, J. J., The Earth and its Inhabitants. Appleton, N. Y., 1895. 

19 vols. $5.00 each. 
Rein, J., The Industries of Japan. Armstrong, N. Y., 1889. $10.00. 
Reunert, T., Diamonds and Gold in Africa. Stanford, London. 

$1.80. 
Rice, E. J., Course of Study in History and Literature. Flanagan, 

Chicago, 1894. $20.00. 
Riley, J. W., Rhymes of Childhood. Bowen-Merrill Co., Indianapolis, 

1890. $1.25. 
Rogers, J. E. T., The Story of Holland. Putnam, N, Y. $1.50. 



334 ORGANIC EDUCATION. 

Rossetti, M. F., A Shadow of Dante. Roberts, Boston, 1886. 11.50. 
Ruskin, J., Ethics of the Dust. . Wiley & Son, N. Y., 1866. #1.25. 
Ruskin, J., Seven Lamps of Architecture. Wiley & Son, N. Y. $1.00. 
Ruskin, J., King of the Golden River. Ginn, Boston, 188G. $0.30. 
Ruskin, J., Stones of Venice. Wiley & Son, N. Y. .3 vols. $3.00. 
Rydberg, V., Roman Days. Putnam, N. Y., 1879. $2.00. 
St. Nicholas Song*Book. Century Co., N. Y., 1889. $2.00. 
Scartazzini, G. A., A Companion to Dante. Macmillan, N. Y. $3.00. 
Schliemann, H., Mycen^ and Tiryns. Scribner, N. Y., 1880. $7.50. 
Schoemann, G. F., The Antiquities of Greece. Translated by E. G. 

Hardy and J. S. Mann. Rivingtons, London, 1880. $4.50. 
Schoolcraft, H. R., Myth of Hiawatha. Lippincott, Philadelphia, 

1856. $1.25. 
Schoolcraft, H. R., North American Indians. Lippincott, Philadel- 
phia, 1856. $1.25. 
Schrader, 0., Antiquities of Prehistoric Aryans. Translated by 

Jevons. Scribner, N. Y. $6.75. 
Schwatka, Children of the Cold. Cassell, N. Y., 1888. $1.25. 
Scott, W., Poetical Works. Crowell, N. Y., 1894. $1.00. 
Scott, W., Ivanhoe. Ginn, Boston, 1886. $0.70. 
Scott, W., Tales of Chivalry. Harper, N. Y., 1887. $0.30. 
Scott, W., Tales of a Grandfather. Ginn, Boston, 1885. $0.60. 
Scudder, H. E., Bodley Books. Houghton, Boston. $8.00. 
Scudder, H. E. , Fables and Folklore. Houghton, Boston. $0.40. 
Sewell, A., Black Beauty. Dutton, N. Y., 1890. $0.25. 
Shaler, N. S., Aspects of the Earth. Scribner, N. Y., 1889. $4.00. 
Shaler, N. S., The Story of the Continent. Ginn, Bo.ston. $0.75. 
Shaler, N. S., U. S. of America, Study in American Commonwealths. 

Appleton, N. Y., 1894. 2 vols. $10.00. 
Sheldon, M., General History. Heath, Boston, 1886. $1.60. 
Shelley, P. B., Poetical Works. Macmillan, N. Y., 1891. $1.75. 
Sherman, F. D., Little Folks' Lyrics. Houghton, Boston. $1.00. 
Short History of the Renaissance, condensed by A. Pearson. Scribner, 

N. Y., 1893. 
Shumway, E. S., A Day in Ancient Rome. Heath, Boston. $0.75. 
Simmons, A. T. , Physiography for Beginners. Macmillan, N. Y. $0.63. 
Small, A. W., and Vincent, G. E., Introduction to the Study of 

Society. American Book Co., N. Y., 1894. $1.80. 
Smiles, S., Men of Invention and Industry. Harper, N. Y. $1.00. 
Smith, J. T., English Guilds. Triibner, London, 1870. $5.25. 
Smith, A. H., Chinese Characteristics. Revell, N. Y., 1894. $2.00. 



APPENDIX. 335 

Smith, P., The Ancient History of the East. Harper, N. Y. $2.00. 
Smith, W., Dictionary of Greek and Roman Antiquities. Clarendon 

Press, Oxford, 1875. 2 vols. $7.00. 
Snider, D. J., Dante's Inferno. Sigma Publishing Co., Chicago, 

1893. $2.00. 
Southey, R., Translator, Chronicles of the Cid. Routledge, London, 

1885. fO.25. 
Stanley, H. M., Through the Dark Continent. Harper, N. Y. $10.00. 
Starcke, C, Primitive Man. Appleton, N. Y., 1889. $1.75. 
Statz, v., and Ungewitter, G. G., Gothic Model Book. London, 1858. 
Stevenson, R. L., A Child's Garden of Verse. Scribner, N. Y. $1.50. 
Stowe, H. B., Uncle Tom's Cabin. Houghton, Boston, 1892. $0.50. 
Stuart, J., and Revett, N., Antiquities of Athens. Little, Brown, 

Boston, 1889. $2.00. 
Stubbs, W., Constitutional History of England. Macmillan, N. Y., 

1875. 3 vols. $9.00. 
Swiss Family Robinson, edited by Stickney. Ginn, Boston. 
Symonds, J. A., Renaissance in Italy. Holt, N. Y., 1885. 5 vols. 

$10.00. 
Symonds, J. A., Introduction to the Study of Dante. Macmillan, 

N. Y., 1893. $2.50. 
Tacitus, Works of : Germania. Bohn, London, 1851. 2 vols. $2.50. 
Taine, H. A., History of English Literature. Worthington, N. Y., 

1889. $3.75. 
Tarr, R. S., Elementary Physical Geography. School Review, Chi- 
cago, October, 1897. 
Taylor, L, Origin of the Aryans. Scribner, N. Y., 1890. $1.25. 
Taylor, B., Boys of other Countries. Putnam, N. Y., 1876. $1.00. 
Taylor, B., Travels in Central Asia. Scribner, N. Y., 1881. $1.25. 
Taylor, B., Travels in Japan. Scribner, N. Y., 1881. $1.25. 
Taylor, B., Travels in Arabia. Scribner, N. Y., 1881. $1.25. 
Taylor, B., Travels in Siam. Scribner, N. Y., 1881. $1.25. 
Taylor, G. L., and Cresy, E., Architectural Antiquities of Rome. 

Lockwood, London, 1874. $15.75. 
Tennyson, A. , Poetical Works. Houghton, Boston. $2.00. 
Tennyson, A., Idylls of the King. Edited by W. J. Rolf e. Houghton, 

Boston. $1.00. 
Tennyson, A., The Princess. Edited by A. J. George. Heath, 

Boston. $0.40. 
Thaxter, C, Poems. Lothrop, Boston, 1891. $2.50. ' 

Thomas, E., Poems. Stokes, N. Y., 1887. $1.25. ' .'; 



336 ORGANIC EDUCATION. 

Thompson, M., Byways and Bird-Notes. Alden, N. Y., 1888. $0.60i 
Timbs, J., Wonderful Inventions. Routledge & Sons, London, 1867. 

$2.00. 
Tissandier and Frith, Marvels of Invention. Ward, Lock, & Co., 

London. $0.50. 
Tooke, A., Pantheon: The Fabulous History of the Heathen Gods. 

Illustrated by Fairman. Gushing & Baily, Baltimore, 1869. .f 1.25. 
Tracy, F., Psychology of Childhood. Heath, Boston, 1893. fO.90. 
Vincent, F., Through the Tropics. Harper, N. Y., 1872. $1.50. 
Viollet Le Due, E. E., The Habitations of Man. Translated by 

B. Bucknall. Osgood, Boston, 1876. $5.00. 
Virgil's ^neid. Translated by J. Conington. Putnam, N. Y. $2.00. 
Wallace, L., Ben Hur. Harper, N. Y., 1889. 2 vols. $7.00. 
Warner, C. D. , Studies of the Great West. Harper's Magazine, March 

to October, 1888. 
Warner, C. D., Our Italy. Harper, N. Y., 1891. $2.50. 
Washington, G., Journal (Sabin's Reprints. First Series, No. 1). 

N. Y., 1865. $1.00. 
Webster, D., Bunker Hill Orations. Little, Brown, & Co., Boston, 

1879. $3.00. 
Welsh, A. H., Development of English Literature and Language. 

Griggs, Chicago, 1882. $5.00. 
Westropp, H., Early and Imperial Rome (from Lectures on the 

Archseology of Rome). Stock, London, 188-4. 
Whittier, J. G., Child Life in Poetry. Houghton, Boston. $3.00. 
Whittier, J. G., Child Life in Prose. Houghton, Boston. $3.00. 
Wiethase, H., Der Dom zu Koln. Frankfort on the Main, 1889. 
Wilkinson, J., Egyptian Manners and Customs. Casino, Boston, 

1883. $6.00. 
Wilkinson, W. C, College Greek Course in English. Phillips & Hunt, 

N. Y., 1884. $1.25. 
Wilkinson, W. C, College Latin Course in English. Chautauqua 

Press, N. Y., 1885. $1.00. 
Wilkinson, W. C, Preparatory Greek Course in English (After 

School Series). Phillips & Hunt, N. Y., 1889. $1.00. 
Wilkinson, W. C, Preparatory Latin Course in English. Phillips 

& Hunt, N. Y., 1883. $1.30. 
Williams, E., Vassar Girls. Estes, Boston, 1892. 3 vols. $4.50. 
Wiltze, S. E., Stories for Kindergartens. Ginn, Boston, 1885. $0.30. 
Winchell, A., Walks and Talks in the Geological Field. Chautauqua 

Press, N. Y., 1886, $1.00. 



APPENDIX. 337 

Winckelmann, J. J., History of Ancient Art. Osgood, Boston, 1880. 

$9.00. 
Winsor, J., Columbus. Houghton, Mifflin, Boston, 1891. $4.00. 
Witt, J. de, et al., The Interest of Holland. London, 1702. 
Woltman, A., and Woerman, K., History of Painting. Dodd, Mead, 

N. Y., 1880. .17.50. 
Wright, C. D., The Industrial Evolution of the United States. Chau- 
tauqua Press, N. Y., 1893. 
Wright, H. C, Children's Stories in American History. Scribner, 

N. Y., 1892. §1.25. 
Wright, H. C, Children's Stories in English Literature. Scribner, 

N. Y., 1889. $1.25. 
Wright, J. M., Nature Readers. Nos. 1, 2, 3, 4 : Seaside and Way- 
side. Heath, Boston, 1888-1892. Prices in order, $0.25, $0.35, 

$0.45, $0.75. 
', Yonge, C. M., Stories of Greek History for Little Ones. Ward, 

London, 1876. $1.50. 
Yonge, C. M., A Dove in an Eagle's Nest. Appleton, N. Y. $1.00. 
Yonge, C. M., Cameos from English History, Macmillan, N. Y., 1890. 

7 vols. $1.25 each. 
Yonge, C. M., Stories of English History. Ward, London, 1874. 

$1.50. 
Yonge, C. M., Kings of England. Mozley, London, 1876. $0.25. 
Yonge, C. M., Stories of French History. Ward, London, 1874. 

$1.50. 
Yonge, C. M., German History for the Little Ones. Ward, London, 

1877. $1.50. 
Yonge, C. M., Roman History for the Little Ones. Ward, London, 

1877. $1.50. 
Zimmern, H. , Firdusi (from Epic of Kings). Macmillan, London, 

1883. 



APPENDIX B. 

FUNDAMENTAL PRINCIPLES. 

What we do as teachers depends upon how we regard the child, 
what we know of his nature, and — if we believe that the end of edu- 
cation is self-realization — what we regard as his destiny. 

The child's destiny must be determined by his latent possibilities. 
We can know these as we can know the possibilities of any existence, 
only by knowing his nature, and the child's activity is the only means 
we have of interpreting the latter. In studying his nature it is only 
gradually that we come to discover laws underlying his activity. It is 
true that what the child does shows what he cares for {i.e. his inter-' 
ests), and we have not far to seek for the surface interest of the minia- 
ture soldier band whose rhythmical drum-taps are heard down the 
street, nor for the interest of the little girls playing " house " in the cor- 
ner of the yard ; but we can never know the full meaning of the child's 
activities till, through our response, we bring about greater freedom 
and definiteness in them by supplying the conditions for their com- 
plete development. 

By finding the child's interests, acting upon his initiative, and satis- 
fying his desires, we find the child's possibilities. This, then, is the 
fundamental thing in education — to find the child's interests. The 
child himself may not be cpnscious of the meaning of his interests, 
and usually we are not till, by some happy chance or long observant 
study of individuals and of the activities and interests of the race, we 
find the clew. Thus the meaningless scribble of the young child, when 
there is adequate response, grows into more and more definite repre- 
sentation by drawing, and finally attains to artistic creation. Work- 
ing at first blindly, he gradually awakens within himself the power to 
make a definite line mean a definite thing, and finally, through artistic 
creation, to make it mean a universal thing perceived and enjoyed by 
all.i 

1 Baldwin, Mental Development, Chap. V, Tracery Imitation. Sully, 
Studies of Childhood, Chap. X, The Youns Draughtsman. Liikens, Peda- 
gogical Seminary, October, 1896, A Study of Children's Drawings. Barnes, 
Studies in Education. 

338 



APPENDIX. 339 

In like manner the first efforts at locomotion may grow into the grace- 
ful rhythmical movements of the dance, the babbling of the infant into 
the most eloquent oratory. Nature gives the child the start, but the 
highest results can be attained only by a mediator or teacher who 
knows the end from the beginning. At first nature does for the child 
what we as teachers would like to do later — holds him spellbound to 
the activity helpful to him. We try to secure unity of activity, but it 
is not till we learn tcutilize his natural powers that we can secure the 
action of the child as a unit. The little two-year-old is content to 
repeat an action by the hour — a pathetic appeal for a response which 
is usually met by spools or buttons. What a barren field upon which 
to waste so much vital power ! 

When the child enters school or kindergarten at five years of age, 
the dominant interest may be expressed as sense hunger, a desire to 
see, hear, touch, smell, and taste. Adequate response through envi- 
ronment and training makes life a delight from the feast that is con- 
stantly spread before him. Lack of response dims his vision so that 
he fails to see that any feast is there. ^ 

We have to deal with a developing organism. As the child grows, 
the vital principle, the tendency to self-expression, manifests itself 
through spontaneous activity of different kinds depending upon the 
development of different parts of the organism at different periods. 
The maturing of the various parts of the body brings about the activi- 
ties which are necessary for complete development. The effort of the 
organism to develop in the way indicated is manifested by certain 
desires or interests shown by particular modes of instinctive or func- 
tional activity. 2 

The progressive order of instinctive activities determines the pro- 
gressive order of interests. Whether the organism develops properly 
or not, depends upon whether the response or nourishment furnished 
is appropriate to the particular need of the hour. Thus, when the 
senses are developing, the craving for exercise of them (the desire to 
see, hear, touch everything) shows the particular part of the organism 
that is gi-owing, and indicates that exercise, response, and nourishment 

1 Halleck, Education of the Central Nervous System, Chap. VII. Froe- 
bel, Causes and Consequences. 

2 Baldwin, Story of the Mind, Chap. III. James, Psychology, Instincts. 
Oppenheim, The Development of the Child, Eacts in Comparative Develop- 
ment. Donaldson, Growth of the Brain; The Education of the Nervous 
System. 



840 ORGANIC EDUCATION. 

are demanded for complete deyelopraent. It is evident that the satis- 
faction of the child's craving means development; starving means 
stunted growth. 

These interests are not permanent, but rise, culminate, and decline. 
It is evident, then, that the only way to secure complete, symmetrical 
development, is to satisfy the interests as they appear. As it would be 
of no use to try to feed the pupa in the cocoon with the leaves it 
should have had as a caterpillar, so the highest powers of the child to 
observe (use his senses) cannot be developed after the plastic, develop- 
ing period is past. The highest development, however, does not mean 
exclusive development in one direction, the crystallization of activity 
by habit, for that would mean arrest of development.! Thus too em- 
phatic observation of color would lead to the exclusion of observation, 
of form, or of the object as a whole. Over development or lack of 
nourishment might obscure the general application of the law of oi'der. 

Properly developed, such instinctive activity as has been indicated 
above furnishes the necessary basis for further development and grows 
naturally into it. The sense hunger just described grows into a desire 
to possess, which gives greater definiteness of impression and brings 
about more complete adaptation of the organism.'- The physical de- 
velopment, through action of the organism upon environment, brings 
about certain reactions in the way of ideas, till finally there results 
self-consciousness of the meaning of the instinctive activity .^ 

Thus the child gradually constructs his world. It is an inner world, 
at first vague, undifferentiated, then gradually merging from the mists 
into definiteness. How closely it corresponds to the outer world we 
cannot discover as easily as we should like, since at first the impres- 
sions constituting the inner life are inadequately expressed. Some 
shock of discovery, as in the case of the child who made dots for " the 
loved spots which my infancy knew,"* discloses the lack which our 
wider experience has filled out. Much of our quibbling over courses 
of study is the result of a blind effort to make the child construct men- 
tally his whole environment. So-called instruction on our part may 



1 James, Psychology, Instinct (inhibition of instinct by habit). Bald- 
win, Story of the Mind, Chap. IV, p. 77. 

2 Oppenheim, The Development of the Child, Facts in Comparative De- 
velopment, p. 61. 

3 James, Psychology, Instincts, p. 390. Lloyd, Psychological Review, 
Stages of Knowledge, pp. 167-177. Dewey, Educational Creed. 

* A Study of Children's Drawings. 



APPENDIX. 341 

mean very little to the child. He takes only what his craving de- 
mands. If w^e meet his interests, well and good ; if not, the time 
spent is wasted, both for him and for us. 

All ideas serve as a basis for new ideas and give them color, "the 
impulse to self-expression differentiating and organizing them." The 
thought environment into which the new idea is introduced, finding 
its identity or relations and differences, makes a new whole of experi- 
ence from which fui'ther action proceeds. This new whole, when 
organic, projects a new self as a possibility, which acts as a moving 
cause to the realization of the projected self, the strength of the im- 
pulse to action being determined by the clearness of the projected 
image. The clearness of the image and consequently effective action 
come from increased nutrition ; and this last is secured through exer- 
cise. 

Without organization the impulse to action is weak, the lack of a 
projected image, or indistinctness of image, acting as a negative force, 
or inducing a passive condition that hinders self-activity and develop- 
ment. Lack of response or of nourishment brings about a passive 
condition and checks self-expression. The clogging of activity brings 
suffering — a too intense strain to organize new with old. The indi- 
vidual attempts to translate his environment to himself in organic rela- 
tion to himself. He cannot adjust or organize when links are broken 
and gaps prevail. 

For the construction of an inner organic world, one which will enable 
him to live in organic relations with the outer world, the child's domi- 
nant interests must be noted, and as they appear they nmst be satis- 
fied.i Further, they must not only be satisfied but also organized, and 
this means a wide experience of his environment, wide enough to 
determine their most fundamental relations. To be sure, life to the 
child is a unit ; he does not classify his experiences according to 
fundamental relations ; but it is necessary that one who would help 
him to make organic adjustments to life should look down upon his 
childish experiences from the height of a larger contact with life, 
should see what fundamental relations are involved, what he must be 
made aware of according to his capacity to understand, and then aid 
him to generalize for himself these fundamental relations. 

The extent to which a child will adjust himself in an organic way to 
his environment will depend upon how the environment is mediated 
through the interpreter or teacher, who understands the cravings of 

1 Dewey, Educational Creed, Interest, p. 226. 



342 ORGANIC EDUCATION. 

the child, the response the environment can furnish, and the proper 
method of bringing the two together to the greatest advantage of the 
child. When the child says " Why ? " and " What for ? " the media- 
tor must see back of the question the direction of the child's interest. 
He must see what part of the child's environment furnishes the answer, 
and how this must be simplified if it is to be interpreted rightly. This 
means that the ever widening interests of the child must be satisfied 
by the course of study, and that the child's complete comprehension 
and organization of the material included in this course of study must 
be secured through an adequate method of teaching. 

One who works with children soon finds that he can work success- 
fully only by learning to use the methods and devices which make 
things intelligible to the child mind. But these may not be learned 
once for all ; the way of approaching the five-year-old is not neces- 
sarily the way to approach the child of twelve. We gradually come 
to the generalization that with children we must do as the children do 
when they follow their own method of gaining ideas. Experience has 
shown that the side usually neglected is the motor side. We can learn 
what a child thinks only by what he does. We can know when our 
work has been effective only by the way in which the child expresses 
himself upon the subject we have been teaching. It follows that if we 
can know what a child thinks only by what he does, we must find dif- 
ferent and appropriate modes of expression for different kinds of ideas. 
In portraying the structure of North America, for instance, expression 
in language would be a long process and a great waste of time com- 
pared with a chalk-modelled map. To describe the shades and tints 
of a robin or the coloring of some Egyptian ornament would be futile 
were a good picture at hand. Making, telling, modelling, painting, 
drawing, writing, gesturing, acting, and other forms of expression are 
each serviceable at times according to the idea to be expressed. And 
if these forms of expression are useful in conveying ideas to others, 
they are of even greater value to the one who uses them in making 
what he thinks clear to himself. 

Since the child cannot comprehend the ethical standard of the adult, 
but is dependent upon his stage of insight, since attention to motor 
images necessarily causes action in accordance with those images, and 
since the drawing power to action becomes greater as the motor image 
grows clear and more definite, it follows that the final test of the value 
of the teacher's work will be found in what may be called expres- 
sion. And this on the moral side includes the child's attitude toward 
his environment, his harmony with nature and institutional life, his 



APPENDIX. 343 

cooperation, and, above all, his self-direction, which, acting in organic 
relations from an impulse that is within and not because of com- 
pulsion from without, shapes his conduct in accordance with right 
principles. 



APPENDIX C. 

THE SEQUENCE-xMETHOD IN ITS BROADER APPLICA- 
TION. 

There are certain principles which determine the method of using 
any course of study. These principles are none other than those which 
form the basis for the sequence-method. Taking any course of study 
and applying to it the principles of the sequence-method, we may so 
systematize the work as to secure the highest degree of organization 
of the child's interests, and secure it in the most economic way. 

Applying the principle of unity, we shall be led to conclude that 
from first to last the sole purpose of any course of study is to further 
self-realization in the child, to help him to find his highest possibili- 
ties, and so to develop those possibilities that they will be brought to 
realization or use. Completeness demands that the whole child, the 
organism, which in itself cannot be divided, but which for convenience 
we may regard from different standpoints as having a physical, an 
intellectual, a moral, an sesthetic, and a religious nature, be developed 
to the utmost. Dormant faculties must be brought to light and put to 
effective use. The child must be brought into contact with his whole 
environment, natural, institutional, and idealistic, and the best means 
be used to secure expression as well as impression. It may be re- 
marked in this connection that the three R's will hardly suffice from 
the standpoint of completeness, since in themselves they are only a 
means to an end and depend upon their content for their vitality. 

The use of the principle of selection requires that such units of ma- 
terial be selected as will most clearly and economically disclose to the 
child his own possibilities and his organic relations. Since our whole 
inheritance of civilization or race experience cannot be used, this prin- 
ciple demands that the field be covered in great strides, pause being 
made only at places where the experiences of the race have been so 
vital that landmarks have been left to tell of its achievements. Such 
stopping-places will include the social institutions that have crystal- 



344 OEGANIC EDUCATION. 

lized into permanency, such as the family and the school, social life, 
industrial life, the State, and the Church. They will also include the 
achievements of science, as ministering to man's physical and spiritual 
needs, and the successive ideals of the race embodied in the arts. 

Following the principle of proportion, it would be necessary so to 
relate essentials that the organic significance would be disclosed. 
While nothing is really isolated, anything may appear so till we see 
its relations. These we may see in increasing definiteness as we pass 
from the ideal or potential to the real, comparing it for greater clear- 
ness, and applying to it the standards which, through the use of num- 
ber and form, give us definiteness. 

Finally, progressive order would show to the teacher when to use 
the material. This does not mean observing nothing but the logical 
unfolding of a subject or a systematic presentation of topics. The 
order is determined by the child, through what we can discover of the 
order of his development, as, for example, by learning what to him is 
near or remote, how he acquires new experience, etc. This principle 
should also determine the order of work for the day, by taking into 
account the periods of highest vitality and those of fatigue. 



JIJL li 



lb99 



